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A MANUAL 

FOR 

COUNTY INSTITUTE 
INSTRUCTORS 




ISSUED BY 

THE DEPARTMENT OF EDUCATION 

MONTGOMERY, ALABAMA 
1915 






"^^g^^s^^msm^^^^^^^^^^^^^^^^^^^^sM^ 



A MANUAL 



FOR 



COUNTY INSTITUTE 
INSTRUCTORS 




ISSUED BY 

THE DEPARTMENT OF EDUCATION 

MONTGOMERY, ALABAMA 

1915 



Montgomery, Ala. 

BROWN PRINTING COMPANY, 

State Printers and Binders, 

1915. 



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V 



The life, the prosperity, and the perpetuity of this 
commonwealth inhere in agriculture. 

The rural school is the institution nearest the soil. 

It alone can be the apostle of intelligence, of industry., 
and of thrift for the regeneration of rural life. 

And yet it has the humblest home, the most wretched 
equipment, and the most miserly support. 

Its term is the shortest, its attendance the poorest, and 
its teachers the most transient and inexperienced. 

If then the state depends upon agriculture: 

If agriculture depends upon the intelligence, industry 
and skill of the tillers of the soil ; 

If these in turn depend largely upon the rural school ; 

It is as inexorable as fate that the exodus from the 
country to the city will never cease until the school is 
given that economic and social standing in the commu- 
nity that will make it strong enough and resourceful 
enough to meet the challenge of rural opportunity and 
need. 



D. Of D*' 
UL 6 ;1^:d 



TABLE OF CONTENTS 



Page 

County Institute Law 5 

Foreword 1 7 

Official Program for County Institutes _ 9 

Everyday Pedagogy 14 

Opening Exercises _ 15 

English: 18 

1. Reading: 

(a) In primary grades 18 

(b) In grammar grades 22 

2. Language: 

(a) In primary grades 25 

(b) In grammar grades 28 

3. Spelling: 

(a) In primary grades 31 

(b) In grammar grades 34 

4. Writing 37 

Arithmetic: 

(a) In primary grades 38 

(b) In grammar grades 40 

Geography: 

(a) In primary grades 42 

(b) In grammar grades 43 

Agriculture /. 47 

The Sc^hool and the Community _ 53 

Sanitation and Health 57 

Community Clubs _ _ 59 

Manual Training 63 

(a) Fireless Cooker , ...; 63 

(b) Sanitary Toilet 64 

(c) Sand Table _ 67 

(d) Work Bench „.... 68 

Domestic Science and Art 69 

School Improvement *.....^. ■..,..= 74 

State Teachers' Reading Circle 75 

Recreation at Teachers' Institutes 78 

Set-up Exercises _ _ 80 

Xames and addresses of institute workers 83 



COUNTY INSTITUTE LAW 



AN ACT 



To provide for the holding of teachers' institutes for 
teachers in this State and to make necessary appro- 
priations for the same. 

Section 1. lie if ciKicted hij the Lei/islafiire of AJa- 
h(fin(i. That the sum of five thousand dollars ($5,000.00) 
be appropriated annually out of the general school fund 
for the purpose of defraying the expenses of holding and 
conducting institutes for the white teachers of this State, 
and the further sum of fifteen hundred dollars ($1,- 
500.00) be and the same is hereby appropriated out of the 
educational fund for defraying the expenses of holding 
institutes for the colored teachers of the State. 

Sec. 2. Institutes for the white teachers shall be held 
for a period of one week in each county of the State, at 
such time as may be determined by the county board of 
education during the months of July, August, September 
or October; provided, that the county boards of educa- 
tion of two or more adjoining counties, may by agree- 
ment, have conducted a joint institute for the counties 
participating in the agreement, at such a point as they 
may determine. 

Sec. 3. There shall be conducted, for the colored teach- 
ers of the State, teachers' institutes at such places and 
times, and under such management and direction as may 
be determined by the State superintendent of education, 
and the money appropriated by this act, for the holding 
of institutes for the colored teachers, shall be so divided 
among the several places at which colored institutes are 
held as may, in the judgment of the superintendent of ed- 
ucation, be fair and equitable, and secure the greatest 
good to the greatest number. 



DEPARTMENT OF EDUCATION. 



Sec. 4. The money appropriated by this act for the 
holding of institutes for the white teachers of the State, 
shall be apportioned by the superintendent of education 
to the several counties of the State in proportion or ap- 
proximate proportion to the number of white teachers ac- 
tually employed in the several counties of the State. 

Sec. 5. It is hereby made the duty of the teachers to 
attend the institute which may be conducted in their own 
county for the benefit of teachers of the race to which 
they belong, unless such teachers are specifically excused 
from attending by the county superintendent, which ex- 
cuse must be in writing, and approved by the chairman of 
the county board. It is made the duty of the State super- 
intendent of education to cancel the certificate of any 
teacher who may fail to attend an institute for a period 
of not less than four days of each year, unless such a 
teacher shall secure the written excuse signed by the 
county superintendent and approved by the chairman of 
the county board of education or unless such a teacher 
may convince the State superintendent of education that 
he has attended for a period of not less than three weeks 
during the current year some educational institution dur- 
ing which time he was engaged in the work of profes- 
sional training, either as a student or as a teacher, or un- 
less he is the holder of a life grade State certificate. 

Sec. 6. It is made the duty of each county superinten- 
dent of education to keep an accurate record of the at- 
tendance of all teachers during the institute, conducted 
for the teachers of his county, and to report the same to 
the State superintendent of education, showing the num- 
ber of whole days which each teacher actually attended, 
provided that such time attended by each teacher shall 
not be counted as time taught nor shall any teacher re- 
ceive any pay or compensation for attending an institute. 

Sec. 7. Each teacher attending an institute shall pay 
to the county superintendent a fee of not less than fifty 
cents (50c) and not more than one dollar ($1.00) which 
shall be used in that particular county to supplement the 
State fund appropriated by this act for the maintenance 
of teachers' institutes. 



FOREWORD 



PiERHAPS the most patent need in the educational 
I system of Alabama is experienced and well- 

^^ trained teachers. It is unfortunate that the im- 
pression has prevailed among country people that 
any one can teach a country school. 

Seven thousand one hundred fifty-six white teachers 
were enrolled in our institutes the summer of 1914; I'/i 
of them held life grade certificates, 20'/! first grade cer- 
tificates, 37' r second grade certificates, and 36 '/r third 
grade certificates. The average term of service of these 
teachers was 4.3 sessions of seven months, only one-fifth 
of which time, little more than one session, was spent in 
the position last held. A considerable number of these 
teachers had not so much as completed the elementary 
course of study covering seven grades, and 27 9r of them 
had no training whatsoever above the elementary school. 
One-fifth of the teachers had attended one summer ses- 
sion of six weeks, one-twelfth had gone two summer ses- 
sions, one in thirty-five had attended for three summer 
sessions, and one in seventy had attended four or more 
summer sessions. 

More than 1,500 white teachers begin work in our ele- 
mentary schools each year and upon the basis of our in- 
stitute enrollment cards, 1,200 of them have had no pro- 
fessional training whatsoever. The teachers' institute, 
therefore, is well-justified as a source of professional 
training in Alabama, for we cannot expect a full spirit of 
cooperation nor a large measure of hospitality to pro- 
gressive methods in education on the part of our rural 
folk until we improve the quality of those who go among 
them to teach. 

Institute conductors will be expected, therefore, to en- 
ter into the spirit of the opportunity that confronts them 
with these facts in full view. The general program which 
has been arranged for the institute is self-explanatory 



DEPARTMENT OF EDUCATION. 



and should be followed literally, for the institute will be 
largely what the conductor makes it. To wait until one 
arrives upon the scene to make arrangements for the de- 
tails that must be worked out in each locality is to invite 
at best mediocre success. As for example, the textbook 
of the institute ''Everyday Pedagogy" will almost surely 
not be purchased by the teachers unless the necessity of 
doing so has been brought to their attention some days in 
advance of the meeting. 

Aside from the conductors, the most potent factor in 
the institute is the superintendent. He directs its pur- 
pose and molds its spirit. If he is present at every meet- 
ing on time to enforce punctuality and attendance, to call 
back to duty the teacher who would shirk, to keep in close 
contact with the instructors and to direct the discussions 
for the benefit of his teachers, to invite and insist upon 
the presence of patrons and school officials, to welcome 
visitors, and to keep the machinery of the institute oiled, 
good must of necessity result. If for any reason the in- 
stitute does not succeed, the conductor should undergo a 
season of self -scrutiny in order that he may avoid such a 
recurrence. 

From the character of those selected for the work this 
summer and the program which has been arranged, I feel 
that we are justified in expecting better results than ever 
before. 

Very respectfully, 

WM. F. FEAGIN, 
Hiipt. of Education. 



PROGRAM FOR THE WEEK 

COUNTY INSTITUTES— 1915 



Note: The county superintendent, or someone appointed by him, 
should be in the building in which the institute is to be held, on 
Monday, the opening day, by eleven o'clock in order that the teach- 
ers may have ample opportunity to enroll before the regular session 
begins at 1:30 in the afternoon. Questions one to eleven inclusive 
on the enrollment card should be filled w^hen the teacher enrolls be- 
fore the opening of the institute, but the information about the 
training of the teacher should not be w^ritten down until the insti- 
tute is in session. The conductor will explain the meaning of each 
term and the teachers will write down the answers one by one fol- 
lowing each explanation. It should be made clear that no teacher 
can comply with the law unless that teacher is present for enroll- 
ment on the first afternoon before the regular hour for beginning, 
and answers to roll call on each and every day and session there- 
after. 

MONDAY AFTERNOON 

1 :30 Opening Exercises. Music and Devotional. 

1:45 Announcement by the superintendent of special 
- plans for the week, such as department meet- 
ings, evening sessions, appointment of commit- 
tees, ushers, reporter, secretary, pianist, etc. 
The superintendent should by all means appoint 
an official time keeper with call-bell, for service 
during the institute. 

2:00 Introduction of Instructors: 

(At this time the conductor and the assistant should 
make a brief talk on the purpose of the institute, and the 
conductor should outline a plan for running the institute, 
insisting upon punctuality, continuous attendance, and 
the absolute necessity for each teacher to have and use 
throughout the institute the State Manual, a notebook, 
and such textbooks as may be required.) 

2:15 The School and the Community. 

2:45 Agriculture. 

3:20 Vocational Work: 

(At this time reports will be made on the work done in 
the public schools of the county during the preceding 
year and plans for this work during the institute will be 
announced. The conductor should secure at this time the 
data called for on page 4 of the compilation sheet.) 



10 DEPARTMENT OF EDUCATION. 



TUESDAY FORENOON 

8:40 Opening Exercises: 

(This should be varied each day and should serve as a 
model for the rural schools in the county. See to it that 
the institute learns at least one new song each day.) 

9:00 Textbook Study: Everyday Pedagogy — Lincoln. 

(This book will be on sale at the regular book store in 
the town where the institute is to be held. The special 
price of the book is eighty cents. Besides being used in 
the institutes, this book is on the teachers' reading circle 
course for the State and will be used by the Board of 
Examiners as a basis of examination in the theory and 
practice of teaching and class management during the 
. year 1915-16. The teachers are required to bring this 
book with them and the instructors must assign and con- 
duct the regular lessons and not mere quizzes on this 
book.) 

9:40 Department Meetings: 

(At this time the teachers will separate into at least 
two sections, the one consisting of teachers in primary 
grades, the other consisting of teachers in grammar 
grades, and where conditions justify, a third section 
should be formed consisting of teachers in high school 
grades.) 

English : 

Elementary Section: Reading in Primary 

Grades. 
Grammar School Section : Reading in Grammar 
Grades. 
10:20 Recess: 

(The recess time should be used in organized play and 
such games should be taught as can be played in the ele- 
mentary schools of the county. Of course, time should be 
given for getting water, and allowance should be made 
for weather in case of extreme heat.) 

10:40 Department Meetings — 
English: 

Elementary Section: Spelling in Primary 

Grades. 
Grammar School Section: Spelling in Grammar 
Grades. 
11:20 Agriculture. 

11:55 Questionnaire — Conditions Under Which Rural 
Teachers Live: 

(A copy of the questionnaire is to be filled out by each 
teacher who taught during the past session in a school 
which was not located in an incorporated town. It is 
suggested that the teachers be separated and that the 



INSTITUTE MANUAL. 11 



conductor supervise the filling out of the questionnaire 
by male teachers and the assistant supervise the work 
being done by the female teachers. The conductors 
should see that every question is answered in full. 

12:15 Recess. 

TUESDAY AFTERNOON 

2:00 Music, Announcements, etc. 
2:15 School Sanitation and Health. 
3:00 Department Meeting: 

(a) Vocational work for boys. 

(b) Vocational work for girls. 

(At this time the institute will divide into two 
sections, the members of (a) group giving 
their time to manual arts, and the members 
of (b) group giving their time to domestic 
arts.) 

TUESDAY EVENING 

8:00 Annual Institute Social. 

(This should be one of the most enjoyable and helpful 
occasions of the institute. This opportunity comes but 
once a year and should be used for all it is worth. Keep- 
ing in mind that the main object is to get acquainted, 
three elements should characterize this occasion: First, 
some method of getting acquainted; second, good music; 
third, amusement for all. A committee should give to 
each teacher who enters, a tag to be worn during the 
evening, on which the wearer's name should be written. 
The "Get-Acquainted Committee" should have assistants 
on the lookout to see that strangers and timid teachers are 
made to feel at home. A resourceful committee can eas- 
ily plan some form of amusement suited to local condi- 
tions. Some social games, or special features which will 
make it impossible for the bashful young men to line up 
on one side of the house and the self-conscious maidens 
on the other, should be provided. No one thing will do 
more to cement the friendship of the teachers of the 
county and make the social side of the institute a real 
pleasure than the annual institute social, if properly and 
wisely planned.) 

WEDNESDAY FORENOON 

8:40 Opening Exercises. 

9:00 Textbook Study — Everyday Pedagogy. 

9:40 Department Meeting: 



12 DEPARTMENT OF EDUCATION. 



English : 

Elementary Section: Model Reading Lesson, 
using teachers as pupils. 

(Teachei-s are expected to bring such books for this 
work as they may have been directed.) 

10:20 Recess. 

10:40 Department Meeting: 

English : 

Elementary Section: Language in Primary 
Grades. 

Grammar School Section: Language in Gram- 
mar Grades. 

11:20 Agriculture: 

12:05 Recess. 

WEDNESDAY AFTERNOON 

2:00 Music, etc. 

2:15 School Improvement in County. 

3:00 Department Meeting: 

(a) Vocational work for boys. 

(b) Vocational work for girls. 

THURSDAY FORENOON 

8:40 Opening Exercises. 
9:00 Final Textbook Study. 
9:25 Reading Circle: 

Organization and plans for work in the county 
for the coming year. 
9:50 Department Meeting: 

Elementary Section: Arithmetic in Primary 

Grades. 
Grammar School Section: Arithmetic in Gram- 
mar Grades. 
10:30 Recess. 
10:50 Department Meeting: 

English: Elementary Section: Model Language 
Lesson. 

11:25 Community Clubs. 
12:05 Recess. 



INSTITUTE MANUAL. 13 



THURSDAY AFTERNOON 

2:00 Music, etc. 

2:15 Local Taxation and the Local Tax Amendmeni". 

3:00 Department Meeting: 

(a) Vocational work for boys. 

(b) Vocational work for girls. 

FRIDAY FORENOON 

8:40 Opening Exercises. 
9:00 Department Meeting: 

Elementary Section: Geography and History 

in Primary Grades. 
Grammar School Section: Geography in Gram- 
mar Grades. 

9:30 Illiteracy in County — Let's Remove It. 

10:30 Recess. 

10:40 Superintendent's Round Table. 

(At this time the superintendent will be expected to 
outline his plans for the coming year, as, for example, 
the holding of the uniform seventh grade examination, 
and he should give such other information as may be de- 
sired by members of the institute in regard to blanks, 
forms, and the like, and answ^er any and all questions re- 
lating to better conditions in the schools of the county.) 

11:20 Five-minute closing addresses — Instructors. 
11 :35 Business session. 

(At this time necessary business matters should be 
attended to, such as the discussion of resolutions, the or- 
ganizati«n of a permanent county teachers' association, 
and the distribution of the certificates of attendance.) 

12:00 Institute adjowrns. 



EVERYDAY PEDAGOGY 

LINCOLN 



M 



^B 



UCH of the pedagogy in many of our books for 
teachers is hazy and far-removed from the school- 
room. The material is impracticable and there- 
fore unintelligible, especially to beginning teach- 
ers. In the selection of Everyday Pedagogy, however, as 
a text for institute work, we have a book that is admira- 
bly suited to the needs of just such teachers as attend 
our summer institutes. The teacher in the rural com- 
munity stands alone and must find her own solutions for 
her school problems. In our text, Miss Lincoln treats the 
problems that most likely will arise with a directness and 
simplicity which make the application of psychological 
principles to schoolroom practice comparatively easy. 

To so use the book in our institutes as to inspire the 
teacher (for it is a matter of inspiration largely) to rely 
upon and use it as a guide in her work, is the big prob- 
lem for institute workers. The thoughtful conductor, 
therefore, will make every effort to see that copies of the 
book are in the hands of the teachers at the beginning of 
the institute, and to this end the assistance of the county 
superintendent of education should be urgently requested 
some weeks before the opening day. In fact a letter suit- 
able for publication in the papers of the county might well 
be prepared by the conductor for the use of the superin- 
tendent. 

It is perhaps needless to say that the instructor must 
believe in the book, and this belief will come from a close 
study of it and its possibilities for the teachers who are to 
use it. In the assignment and presentation of all sub- 
jects on the program, the text should be used as a basis, 
and frequent references should be made to the content. If 
the subject, for instance, is reading, the teacher should be 
required to read the chapter on the subject before the 
period set apart for it on the program, and the conductor 



INSTITUTE MANUAL. 15 

should test this preparatory work by two or three search- 
ing questions. Mere reference to the book should, under 
no condition, satisfy the instructor and not infrequently 
he should call upon members of the institute to read strik- 
ing passages bearing upon the particular phase of the 
subject under discussion. This means, of course, that the 
exact location and substance of passages to be so used 
should be in the mind of the instructor. 

While the chief value of the book is its wealth of usable 
material for the teacher, two other reasons should be 
given in order to induce every teacher in the institute to 
procure the book: (a) It is one of the books on the 
Teachers' Reading Circle Course; (b) It has been select- 
ed by the Board of Examiners as the basis for examina- 
tion on the theory and practice of teaching and class man- 
agement for the year 1915-16. 

Definite lessons in the text should be assigned for the 
week in such a way as to impress upon the teachers the 
real help the book has for them in their work. The recita- 
tion should be so conducted as to require serious prepa- 
ration on the part of every teacher in the institute, and if 
the work is properly done, this book will be a constant 
source of help to each and every teacher long after the 
little that the institute instructor may have been able to 
say has been forgotten. 

OPENING EXERCISES 

Morning Exercises — Should be well planned, brief, to 
the point, and set the standard of cheerfulness and good 
will for the entire day. 

Variety — Devotional, story telling, dramatizing, quota- 
tions and miscellaneous. 

Devotional— -Story of Joseph in a continued form, story 
of Daniel, or the beautiful story of Ruth, are all good. 

Story Telling — Any good story. If continued and with 
a moral, so much the better. 

Dramatizing — Little Red Riding Hood ; Indian life with 
wigwam and kettle on sticks over fire ; An Eskimo village ; 
Fairy land. 



16 DEPARTMENT OF EDUCATION. 



Quotations — A morning with Longfellow, Whittier and 
Lanier. Have quotations on board and author's picture 
decorated with flowers, if possible, 

MORNING EXERCISES FOR A ONE-TEACHER SCHOOL 

Reading — Short, simple Scripture lesson. 

Song — Selected. 

Prayer — Lord's Prayer, or original short one. 

Story — Now children, may I tell you a beautiful story 
that happened a long, long time ago. If everyone will be 
as still as a mouse, I will tell it — 

Once there were four little boys who lived a way off in a 
great big woods with no one to play with them but the 
trees, the birds, the streams and the flowers. They 
learned to love all these things with which they played, 
especially the flowers. Every day they went into the 
woods and gathered their arms full of flowers, which they 
thought dropped down from heaven. They had long 
wished for a flower garden that they might cultivate, and 
see the flowers grow. 

They were so good to their mamma and so kind to every 
one, that one beautiful moonlight night a fairy came to 
them and said he would give them some seed that would 
grow into beautiful flowers. The first little boy liked red 
flowers, so he chose the seed that would grow into beauti- 
ful red flowers. The second liked white, so he chose the 
white. The next liked blue, so he chose the blue, and the 
last liked yellow, so he chose the yellow. The first little 
boy planted his seed in long beds like this (draw red lines 
of flag with crayon turned down flat.) The second plant- 
ed his in long beds also like this. (Draw white lines of 
flag.) The third little boy planted his in a square up in 
the left hand corner. (Draw with blue crayon.) The last 
little boy planted his in a long bed by the side of the blue. 
(Draw stafl" of flag.) It was now so beautiful, the fairy 
came back to see it and was so pleased he went back up in 
the bright blue sky and brought down some beautiful 
stars like this (draw stars in the blue) and put them here 
and now we have our own dear flag. Isn't it beautiful? 

Ask questions about flag. Sing "Red, White and Blue," 



INSTITUTE MANUAL. 17 

MORNING EXERCISES FOR A TWO-TEACHER SCHOOL ' 

Short Bible reading — Story of Ruth. 

Song- — Selected. 

Prayer. 

Now children, how many thought to bring something 
to school that you would like to know something about? 
Did I not promise to tell you something about anything 
that you would bring — (Several hands go up and quite a 
variety of things come in. One little girl brings her doll 
and wants to know how and where it is made. A boy who 
has never been known to be interested in his lessons, 
brings a strange kind of bug to learn about, another a 
piece of coal.) 

How many would like to know about this lump of coal ? 
If I were to tell you it was once a green plant with leaves 
and stems, and roots ; would you think it true ? Yes, it 
was once a plant just like we see growing around us every 
day. Well, how did it get to be coal and in such great 
quantities far down under the mountains? Geology 
teaches us that a long time ago, perhaps before man came 
on the earth, there was an age called the carboniferous 
age, when the little plants and ferns that now grow at our 
feet grew to be great giant trees. The forests were very 
thick and dense like this — (draw forest on the board). 
One could scarcely walk or see through them. These for- 
ests grew on for thousands of years. After while we 
think that a great earthquake came and caused the moun- 
tains (draw mountains) to be piled or slided over on this 
great forest and buried them (slide mountains over on 
forest) hundreds of feet on the rocks. And this great 
forest after thousands of years turned into a great bed of 
coal like this (with black crayon draw seam of coal at 
base of mountain) . 

We sometimes find stumps, logs and fern leaves in our 
coal mines showing beyond a doubt that eoal was once a 
growing forest of plants and trees. (Display any speci- 
men you can get of this nature.) 

(Give time for questions.) 

Tomorrow we will talk about Mary's doll. 



ENGLISH 



A 



GAIN English is given prominence in the program. 
Its practical value, its parts in the mastery of 
other subjects, and the poor way in which it is 
generally taught, seem to justify the continuing 
emphasis which the subject receives. It is obligatory on 
conductors to present the work in such a way as to in- 
spire teachers with a desire to teach the subject better 
than it has ever been taught before. The experiences, 
processes, and outlook of the child should constantly be 
kept in mind and appealed to in our efforts to vitalize the 
work. 

PRIMARY READING 

(See State Manual, pag-es 49-58) 

I. Importance of reading — Special importance in primary 

grades. 

II. Importance of creating desire for reading on child's 

part, and how to help to do this, making work of 
learning interesting. 

III. Methods — Combination of Sentence Words and 
Phonic Methods. 

IV. Two Phases. 

1. Mechanical — Mastery of words and symbols, 

Teacher's preparation in choosing right words, 
providing objects, cards, blackboard space, 
chart§ and interesting drills. 

2. Thought. 

(a) Subjects for lessons, — from child's world, 
home life, social activities, nature's world, 
play world, stories, etc. 



INSTITUTE MANUAL. 19 



(b) Illustrate by using one subject. 

(c) Getting and Giving Thought. 

(d) Correlation with other subjects. 



V. Phonics. 



(1) Importance. 

(2) When begun. 

(3) Includes: 
Ear drills. 

Ear and lip drills. 

Association of sound with symbols. 

Thinking, or sounding silently. 

Making out words by sounds. 

Building words by sounds. 

Drill ! Drill ! Drill ! 

(4) Helps: 
Blackboard space. 
Cards. 

Charts. 
Interesting drills. 

VI. Books. 

(1) When begun and how work is articulated with 
work previously given. 

(2) How used. 

(3) Preparation before reading in book. 

(4) Getting thoughts before giving expression. 

(5) Illustrate, if possible, with children. 

VII. Aims of Primary Reading (in short summary), 

MODEL LESSON 

"Jack, be nimble; Jack, be quick; 
Jack, jump over the candlestick." 

Get rhyme from class. Have more than one say it. 
Question children as to understanding of rhyme. Have 
it on board or chart (in script). Have illustration if pos- 



20 DEPARTMENT OF EDUCATION. 



sible. Have rhyme read by more than one child. (Read- 
ing can be done by those who know it.) 

Let children play jumping over some object. 

What have we tried to do ? 

In the rhyme, what did we tell Jack to do? Let's find 
the part of the rhyme which tells Jack to do this. 

Little boys and girls can jump. And I know something 
else that can jump. If we hold up something to eat, what 
will the dog do to get it ? 

What is this that can jump for something to eat? Tell 
me that about a dog. Teacher writes, "A dog can jump." 

If we want the dog to jump for the meat we hold up, 
what would we say ? 

"Jump, dog!" 

Suppose it is Kitty. What would we say? 

"Jump, Kitty." 

Such sentences as these are on the board: 

I can jump. 

A dog can jump. 

Jump, dog! 

Jump, kitty! 

Who is that we tell to jump? (pointing to last sen- 
tence.) 

This is Kitty's name. What does this word say (point- 
ing to "jump") ? Who can find another "jump"? 

I shall let the crayon tell some one to do it. Teacher 
writes, "Jump, John!" — touching John if he does not 
know his name (thus for several children) . 

Show card with "Jump" on it. 

Give children seat work and leave them in care of some 
teacher previously asked to take charge of them. Then 
begin a discussion and answer questions in regard to 
lesson. 

GINGERBREAD BOY 

(In "Stories to Tell Children," by Sara Cone Bryant.) 

Tell story in story period. 

Questions to get children to give story. 

Show cut-out picture of Gingerbread Boy. 



INSTITUTE MANUAL. 81 



By different questions get some child holding it to say, 
"This is the Gingerbread Boy." 

Teacher says, "I shall make the crayon say that" (writ- 
ing it on the board) . 

"You may take it and say it again, John," and so on, 
until several have read this sentence. 

When the little old woman took Gingerbread Boy out of 
the oven, what did he do? 

By definite questions get, "Gingerbread Boy ran 
away." 

As he ran along he came to a Can you tell me 

what it was, Annie? He came to a cow. (Write.) 

Gingerbread Boy told the cow to do what? How must 
she run? Tell me that. "Run, run, as fast as you can. 
Tell me what he passed next. What did he tell the horse 
to do? 

"Run, run, as fast as you can." 

Who were in the barn? 

When they tried to catch him, what did he say ? 

"Run, run, as fast as you can!" 

When the mowers tried to catch him and even when he 
met Brother Fox, he said the same thing. Let's all tell it. 

Then show cut-out pictures of other characters in the 
story. Give one to each child and let them play the story. 

After a little exercise — imagining that several lessons 
have been given, writing sentences such as those above, 
show next step, finding words. 

Use sentences already on board to save time. 

This is the Gingerbread Boy. 

Gingerbread boy ran away. 

He came to a cow. 

Run, run, as fast as you can ! 

Run, run, as fast as you can ! 

Run, run, as fast as you can ! 

Have sentences read (or told) by different children. 

Who can touch one that says, "Run, run, as fast as you 
can!" Who can run? 

Tell me that, Fred. "I can run." 

John may stand. When I say, "Run," let's see how fast 
John can run to the door and back. 



22 DEPARTMENT OF EDUCATION. 



Now I shall let the crayon tell John to do this. Wait 
until I write it. Now ! (Writes, "Run, John.") 

Here is John's name. Can you tell me what the other 
word says ? Let's see who can find it over in the Ginger- 
bread Stories. 

Touch it again, Lucy. Put a line under it in another 
place, Mary. 

Show card with /•//// on it. 

Give children seat work. Leave them in care of a 
teacher previously asked to take them. Then begin a 
discussion and answer questions in regard to lesson. 



GRAMMAR GRADE READING 



(See State Manual, pages 49 to 63.) 

L Importance: 

Importance of reading as a thought-getting process 
should be stressed. Emphasize the fact that 
thought reading is the key to all knowledge. 
Mastery of all other subjects in the course de- 
pends upon mastery of reading. 

II. Aim: 

(a) Primary: Thought-getting; a stronger power 
of interpretation; a deeper appreciation of good 
literature; mastery of words and construction 
of the English sentence. Reading of this char- 
acter is a necessity. 

(b) Secondary: To read well orally. An accom- 
plishment to be desired but not a necessity. 

III. Subject Matter: 

(a) Basal: Should be rather difficult. Use for test 
and drill. 

Test to ascertain: 

(1) If child has read with understanding. 



INSTITUTE MANUAL. 23 



(2) If child can read with expression. 

(3) If child's vocabulary is being increased. 

(4) If child's ability to interpret and to appre- 
ciate is being developed. 

Drill for power to read with understanding, facility, 
and pleasing expression. 

(b) Supplementary: Should be easy, pleasura- 
ble, informational, and peculiarly adapted to 
the needs and interests of pupils. It should 
be such as will inspire a love for good read- 
ing, create a desire to know; and be of in- 
trinsic value. Select from State Adopted 
books, School Library, daily and weekly 
newspapers, school papers, and government 
bulletins. 

IV. Method: 

(a) Assignment — Choose selections appropriate for 
the time and the class. Create a sympathetic 
atmosphere for the selection to be studied. As- 
sign definite study questions. 

(b) Have much silent reading and less oral reading. 
Call for reproduction. In this way be sure that 
children are interpreting correctly. The class is 
then ready for oral reading. 

(c) Application — Construction, drawing, painting, 
composition, and dramatization. 

(d) Let the work in supplementary reading alternate 
with the work in the basal reader rather than 
follow it. 

V. Illustrative Material: 

Postcards, railroad folders, pictures from magazines, 
calendars, and other sources. 

VI. Correlation: 

(a) Correlate the reading with other subjects as 
much as possible. For instance, study Timrod's 



24 DEPARTMENT OF EDUCATION. 

poems, "Spring," and "The Cotton Boll" in con- 
nection with the history of the War between the 
States, or Lanier's "Song of the Chattahoochee" 
when the geography work is on the State of 
Georgia, 
(b) Suit selections to seasons, occasions, and condi- 
tions. 

VII. Home Reading: 

(a) So conduct your classroom reading as to make 
children wish to know more of the subjects 
taught. 

(b) Show an interest in what children are reading. 
Encourage them to talk to you about it. 

(c) Read to them such books as will create interest 
and make them want to read for themselves. 

(d) Encourage children to make a list of what they 
read and to report to you. 

(e) Discover interests of children. Provide reading 
matter to meet these interests or keep children 
informed as to sources of such reading matter. 

VIII. Some Errors in Teaching Reading: 

(1) Too much oral reading and too little thought 
reading. 

(2) Practically all reading lessons are oral drills, 
testing- being much neglected. 

(3) Too little memory work. Commit many pas- 
sages to memory, especially poetry. 

(4) Poetry is poorly read — opportunities for devel- 
oping beauty of rhythm are neglected. 

(5) Too much criticism of pupils by pupils — little of 
this criticism is constructive or positive. 

(6) Too much drudgery — a proper appreciation and 
distinction of the aims of basal and supplemen- 
tary reading will aid in overcoming this. 

(7) Too much passing to front of class in crowded 
classrooms — use the time so consumed in read- 
ing. 



INSTITUTE MANUAL. 25 



(8) Too much re-reading of subjects and books — use 
new matter. 

(9) Too much spelHng as a guide to pronunciation — 
teach pupils the diacritical marks. 

(10) Too many interruptions while pupil is reading. 
Criticize and correct when the pupil has finished 
reading. 

(11) Too little ''Dictionary Habit." Cultivate it. 

(12) Too much re-reading by better pupil for con- 
trast. This discourages the poorer pupils. 

IX. Model Lesson: 

Conduct a lesson exactly as you would in the school- 
room. Have children for the lesson if possible. 
If this cannot be done, use the teachers. Have 
books, assign a lesson, and teach it. 

PRIMARY LANGUAGE 

(See State Manual, pages 67 to 74) 

I. Aim. 

1. To secure free expression. 

2. To quicken the imagination. 

3. To inspire high ideals for forms of speech. 

4. To cultivate a taste for good literature. 

II. Subject matter. 

1. Experiences of the child. 

a. At home. 

b. In his games. 

c. At school. 

2. Stories. 

a. Animal stories. 

b. Nature stories. 

c. Stories from literature. 

3. Nature studies. 

a. Animal life. 
(1) Birds. 

a. Crow. 

b. Mockingbird. 

c. Redwinged blackbird. 



26 DEPARTMENT OF EDUCATION. 





(2) 


Insects. 

a. Butterflies. 

b. Bees. 

c. Wasps. 




(3) 


Cat. 




(4) 


Hen and chickens. 




(5) 


P>ogs and tadpoles. 


b. 


Vegetable life. 




(1) 


Flowers and grasses. 

a. Fall flowers. 

b. Spring flowers. 




(2) 


Garden work, 
a. Seed planting. 

1. Germination. 

2. Growth. 


4. Poems. 




a. 


Mother Goose rhymes. 


b. 


Memc 


)ry gems. 




(1) 


Historical, related to season. 




(2) 


Ethical. 




(3) 


Aesthetic. 



5. Pictures. 

a. Classical. 

(1) The Angelus. 

b. Historical. 

(1) George Washington. 

(2) Columbus. 

c. Geographical. 

(1) Pictures of countries. 

a. Dutch landscape. 

b. English sheep picture. 

III. Method. 

1. Conversational lesson on familiar subject. 

a. To overcome the child's timidity. 

b. To secure clear enunciation. 

c. To insure correct pronunciation. 

d. To obtain full statements for answers. 



INSTITUTE MANUAL. 27 



2. Narration of experiences. 

a. To overcome discursiveness. 

b. To secure sequence of events. 

, c. To gain a command of good English. 

3. Stories. 

a. Reproduction. 

(1) In parts by means of questions. 

(2) As a whole to note impression of child, 

b. Dramatization. 

(1) Having parts read from book. 

(2) Having children memorize parts. 

Note 1. Drill on correct expressions outside the lesson. 
Note 2. Teacher must make story her own, so that she can tell it 
as naturally as if talking. 

4. Nature studies. 

a. Have objects to be studied. 

b. Have children give results of observations 

already made. 

c. Cultivate the power of observation. 

5. Poems. 

a. Taught by rote: 

(1) To bring out jingle in rhymes. 

(2) To bring out underlying thoughts in 
gems. 

6. Pictures. 

a. By questioning: 

(1) To direct attention to important char- 
acteristics. 

(2) To discern the artist's thought by: 

a. Scenery. 

b. Pose of figures. 

IV. Written work. 

1. Original work. 

2. Simple letter-writing. 

3. Incidents in lives of great men. 



28 DEPARTMENT OF EDUCATION. 



4. Dictation. 

a. Used as a medium to teach formal English. 

(1) Capitalization. 

(2) Punctuation. 

(3) Kinds of sentences. 

MODEL LESSON 

Grade I, II, or III. 

1. Teacher present story in natural manner, and in 

language suited to grade. 

2. Question to draw attention to kind of sentence to 

be taught. 

3. Write sentence on board with proper punctuation 

and capitalization. 

4. Write sentence on board, punctuation and capitali- 

zation supplied by pupils. 

5. Pupils give original sentences of kind taught, first 

oral then written. 



GRAMMAR GRADE LANGUAGE 



(See State Manual, pages 74 to 84) 

I. Aim: 

To arouse a deeper conscience for correct expression, 
and create a greater love for good literature. 

II. Subject matter: 

1. Adapt the contents of the text to the needs of the 

class. 

2. Continue the study of such words as need con- 

tinual drill in order to be readily used. 

3. Poems of different types showing the practical 

side of different phases of life. 

4. Description of persons, places or things. 

5. Narration of experience or incidents. 

6. Stories of adventure, heroism, altruism, history, 

animals and nature. 



INSTITUTE MANUAL. 29 



7. Material from other subjects in the course. 

8. Work on imaginative subjects. 

III. Method. 

1. In the word drills do not be content with merely 

giving the lessons and calling attention to the 
correct use, but drill until the words are fixed 
in the minds of the pupils. 

2. In teaching a poem: 

a. First create a sympathy for the central 

thought before presenting the poem to the 
class. 

b. Present the poem as a whole, then teach it 

in detail. 

c. Have every possible form of expression — 

reading, oral and written reproduction, dis- 
cussion of particular parts of the poem, 
drawing, etc, 

3. Stories should be made your own, so as to be able 

to tell them in the most natural rrianner. Secure 
different forms of expression as in teaching a 
poem. 

4. In any oral expression do not hamper the child 

with constant corrections of errors, but note 
them in your mind, call attention when he has 
finished and at a convenient time, drill in cor- 
rect form until a conscience is aroused which 
will always rebel when the same errors are 
made. 

IV. Dictation: 

Be sure that the children understand the thought in 
the lesson to be given. 

V. Written work: 

1. Make it a rule never to accept anything which 

does not represent the child's best effort. 

2. Do not give more written work than can be done 

well. 

3. Drill in correct form. 



30 DEPARTMENT OF EDUCATION. 



4. Be sure that the subject to be used is of interest 

to the children, and that they have some knowl- 
edge of it. 

5. The most important phase of written work is let- 

ter writing. 

a. Require correct form. 

b. There must be a genuine interest in the let- 

ter. Select subjects that touch the chil- 
dren's lives. Encourage individuality by 
allowing the children to mail their letters. 
Preserve work through the year and lee 
them compare their letters at different 
times, so as to see improvement. 

VI. Correction of errors may be done in different ways: 

(a) Frequently mark errors and have children re- 
write the papers. 

(b) When an error seems to be general attack it at 
the recitation period, discuss the correct form, 
and drill on it. 

(c) When possible, give individual criticism. 

VII. Model lesson: October's Bright Blue Weather. 

OCTOBER'S BRIGHT BLUE WEATHER 

1. Teach poem in October. Discuss with pupils the 
months of the year. What month do you like best ? Why ? 
Compare October with January, with June. Have chil- 
dren bring to school October flowers, fruits and leaves. 
Close discussion by saying, "You have told me Vv^hy you 
like October. Now I am going to let Helen Hunt Jackson 
tell you why she thinks it the most beautiful month in the 
year." 

2. Teacher should read or recite in a conversational 
tone the entire poem. 

3. Have children read first stanza silently. What does 
this whole stanza mean ? What two words give the entire 
meaning? 

Read the second stanza. How many of you have seen a 
bumble bee? What words describe the bumble bee in this 
stanza? What do these words mean? 



INSTITUTE MANUAL. 31 

In the third stanza we find two pictures. What are 
they? Why does the author say that chestnut burrs are 
hke satin? 

In the fourth stanza red apples look like jewels. What 
kind of jewels? 

Read the first and last stanza silently. In what ways 
are they alike? 

Now, look through the whole poem and find the colors 
and the sounds. How many things are there to taste ? To 
smell ? 

4. How many of you like this poem? Why? Call on 
different children to read the stanza or stanzas that they 
like. 

5. Many of the children have memorized some of it al- 
ready. They may be asked to give all that they can with- 
out the book. They may be asked to illustrate the stanza 
or stanzas they like best. 

Suggestions for presenting this poem may be found in 
'Teaching Poetry in the Grades," by Haliburton & Smith. 



SPELLING IN PRIMARY GRADES 



FIRST GRADE 

Spelling in the first grade taught in connection with 
other lessons, especially reading and language. 

Phonics must receive a great deal of attention. So- 
called spelling lessons for six or seven months are lessons 
in phonics. 

Give ear drills for first two weeks. In the drills chil- 
dren discover that words are made up of sounds and to 
get the words they must blend the sounds. These drills 
lead up to phonics proper. 

1. Teach the consonants and long and short vowel 
sounds. 

2. Teach easy phonograms (blending of short vowel 
and consonant) such as at, et, it, ot, ut, an, en, in, on, un. 



32 DEPARTMENT OF ^EDUCATION. 

etc., and make lists of words containing the endings 
taught. 

3. Give drills upon the blending of two or more conso- 
nants as sh, ch, th, wh, gr, sp, fr, st, etc. 

4. Teach many easy syllables that are found in words 
of the First Reader, such as er, ing, ow, ack, ick, etc. 

5. Teach the effect on the short vowel sound and also 
upon the c, g and s when the final e is added. 

6. Make drill cards. 

7. Review constantly. 

8. Visualize new words before trying to write them. 

9. Have pupils make easy words and indicate silent let- 
ters by drawing slanting lines through them. 

10. Each pupil should know the letters of the alphabet 
in their order before leaving this grade. 

11. Encourage children to write lists of families of 
words that have been learned. 

12. Teach all new words in the reader carefully before 
permitting children to read the lesson silently or orally. 
Children, of course, will be unable to spell by letter all 
these new words, but they can get them by sound or as 
"sight words." 

13. Words must be learned by the eye, the ear, and the 
hand. 

14. Spell easy words that they need. 

15. Give few words (two or three a day) and see that 
they are learned. 

16. Teach the spelling. 

17. Spelling lessons should be mostly oral. 

18. Written lessons may be given at the desk, but pre- 
ferably at the board. 

19. Give easy dictation.. 

SECOND GRADE 

1. Thoroughly review all previous work and apply con- 
stantly the old knowledge in the attainment of the new. 

2. Continue the work in phonics as outlined in the first 
year, giving new vowel sounds, combinations and phono- 
grams. 



INSTITUTE MANUAL. 33 

3. Drill on syllables, accent and spelling by sound. 

4. Give five or six words for regular lesson. 

5. Emphasize the teaching of the lesson rather than 
the hearing. 

6. Give familiar words used in every-day exercise and 
conversations and words we want the children to use. 

7. Let many of the words fall in some natural group or 
order, as rose, root, stem, leaf, bud. 

8. Drill on small but exceedingly troublesome words as 
is, are; was, saw; think, thank; which, what, etc. 

9. Emphasize oral spelling. 

10. Use words learned in sentences, poems, etc. 

11. Introduce work in homonyms as the and thee : ant 
and aunt; see and sea. 

12. Drill on capitals as used in writing names of per- 
sons, days of the week, months, county and town. 

THIRD GRADE 

1. Review work of previous grade. 

2. Continue work in phonics, adding new sounds of the 
vowels, other phonograms and syllables. 

3. Reed's Primary Speller to page 87 and words taken 
from language, arithmetic, readers, etc. 

4. Give six or eight new words each day. 

5. Teach the lessons. 

6. Drill on words commonly mispronounced as yes, 
apricot, often, put, recess, etc. 

7. Drill on marking words and dividing words into syl- 
lables. 

8. Give dictation work in connection with the language, 
etc. 

9. Give oral and written lessons. 

10. Have words neatly written with ink in Alabama 
Writing Speller. 

11. In this as in all the grades, vary the ways of teach- 
ing and hearing the spelling lesson. 



34 DEPARTMENT OF EDUCATION. 



SPELLING IN GRAMMAR GRADES 

I. The place of the textbook : 

1. The textbook should be used in accordance with 

the assignment in the State Manual. 

2. It should be suppleniented with word lists from 

other subjects, the lists being selected and 
drilled upon before the pupil has occasion to 
write them. 

3. These lists should consist of words the pupils will 

repeatedly use in their written work. 

II. Combine the textbook and the incidental method: 

1. Insist on correct spelling in all written work. 

2. Add the words missed in the written work to the 

supplementary lists. 

3. Teach the pupils how to use the dictionary, and 

habituate them to use it when in doubt as to the 
spelling of a word. 

III. Teach the pupils how to study the lesson: 

1. In the lesson assignment call attention to the most 

difficult words. 

2. Train pupils to give most of study period to diffi- 

cult words. 

3. Point out the probable difficulty. 

4. Teach the pupil to visualize the word. 

5. Have them call the letters in sequence, pronounce 

each syllable, pronounce the word, and write it. 

6. Have him repeatedly inaudibly spell the word and 

write it until the process becomes easy and ac- 
curate. 

IV. Words to be emphasized : 

1. The pupil needs to know how to spell his vocabu- 

lary. 

2. The words in textbook should be all taught, but 

especial emphasis should be given: 

(a) Words the pupils use daily in written work. 

(b) Words in most common use. 



INSTITUTE MANUAL. 



3& 



(c) See state Manual, page 42, and A Measur- 
ing Scale for Ability in Spelling, by Russell 
Sage Foundation, Department of Ed., New 
York, for list of 1,000 such words. 

(d) Give special drill on these 1.000 words, drill- 
ing on each as it occurs in the textbook. 



ductile \ 

commuriicant 

accessing 

amphibious 

muralgia 

infranaibu 

(jTottcis 

terrestrial 

schedule 

ctymclcgy y 

bvoyancy ^ 










The accompanying cartoon was published in connection with a 
report of an educational survey of a New York City Elementary 
School which was made by representatives of the Bureau of Munici- 
pal Research. It indicates the blunder that is made in thousands of 
schools. The pupils spend a vast deal of time learning to spell the 
unusual words when they have never mastered the spelling of the 
common, every-day words which they will be likely to use in the 
simplest correspondence. Teachers are invited to study the illus- 
tration and take this lesson home to themselves. 



V. Length of daily lesson: 

1. Adapt to ability of class. 

Give no more words than class can absolutely 
master. 

2. Class ability to learn new words will vary from 

two in first grade to about 10 in seventh. 

3. The new words should be supplemented by review 

words from previous lessons. 



36 DEPARTMENT OF EDUCATION. 

VI. The recitation: 

1. How to conduct the oral recitation. 

2. How to conduct the written recitation. 

3. Necessity of each word being spelled both orally 

and in writing. 

4. In assigning the new lesson, give suggestions for 

study. , 

VH. Reach the individual: 

1. Have each pupil make a list of all the words he 

misses in his spelling blank, and in his written 
work, and drill on this list. 

2. The pupils may drill each other on these lists. 

3. Learn the cause, if possible, for the failure of each 

pupil: (a) physical, (b) mental; and apply the 
appropriate remedy. (See State Manual, page 
44.) 

Vni. Develop interest: 

1. Try to develop a spelling pride in the individual 

and in the school. 

2. While not neglecting drill, vary the method. 

3. Utilize the spelling match. 

(a) Each higher grade against each lower on 
the textbook assignment of the lower. 

(b) Divide the school into two groups under two 
captains. 

(c) The school against the men of the commu- 
nity, against the ladies of the community. 

(d) Have match with school nearest. 

(e) Have spelling champion in each school meet 
in a spelling match held by County Super- 
intendent at the county seat. 

(f) Request the County Superintendent to send 
out occasional spelling tests and report to 
each school its relative standing in the test. 

(g) Use other devices suggested in State 
Manual. 



INSTITUTE MANUAL. 37 



WRITING 

(See Course of Study, page 38) 

Writing in primary grades. 

1. Recognition of the child in the teaching of writing 

in primary grades. 

a. Kind of movements. 

b. Kind of pencils, papers, crayon, etc. 

c. Amount of writing required. 

d. Position at desk. 

e. Natural way of holding pen and paper. 

f. Making the writing exercise useful and pleas- 

ing. 

2. Drill in movements and forms. 

a. Movements to develop freedom — rhythm. 

b. Principles developed from movement exer- 

cises. 

c. Drill in writing from dictation and from 

copies. 

3. Influence of good example of writing. 

a. A permanent set of letters on blackboard or 

chart. 

b. Teacher's writing. 

c. Copy in copy-book. 

d. Pupil should begin to write at bottom of 

page. 

e. Display of neat written work in booklets or 

bulletin boards. 

4. Developing writers who can meet the demands of 

modern business. 

a. Reasonable speed. 

b. Accuracy of form. 

c. Neat general appearance. 

d. Ability to endure writing for many hours. 



38 DEPARTMENT OF EDUCATION. 



NUMBER WORK IN PRIMARY GRADES 

There is no reason why learning about numbers should 
not be as pleasurable as learning to read and it should 
come about the same time in the child's life. 

I. Aims: 

1. To lead the child through play to feel the need of 

more number knowledge. 

2. To make the number lesson function in child's life. 

II. Subject matter: 

1. Four fundamentals : 

a. Addition. 

b. Subtraction. 

c. Multiplication. 

d. Division. 

2. Common fractions, 

3. Simple applications of denominate numbers. 

III. Methods: 

1. Establish the idea of more and less; many and 

few ; high and low ; long and short. 

2. Use objects in developing idea of number. Group 

cards home made used to advantage. 

3. Number associated with stories. 

4. Rhymes. 

5. Develop the idea of "carrying" by means of splints 

or objects; also "borrowing" in subtraction. 

6. Combinations and separations learned through 

games — ladder, bean bag, score games and card 
games. 

7. Multiplication and division taught objectively — 

much oral before symbols X and -^- given. (See 
end of outline for model lessons.) 

8. Measure desks, room, school garden, etc. (Each 

child his own rule.) 

9. Measure and cut doll mats and furniture. 

10. United States money taught by means of store 

in school room and profits on school garden. 



INSTITUTE MANUAL. 39 

IV. Points to emphasize. 

1. Counting by ones, fives and tens to hundred. 

2. Constant drill on 45 additive facts or combina- 

tions. 

3. Use of letter cards. 

4. Use of book (See Manual). 

5. Put away objects as soon as child has a clear 

grasp of relations. 

6. Necessity for constant drill. 

7. Model Lesson. Multiplication, Aim to teach 

2x2 and 2x3. (The children have on desks in 
front of them a small number of tooth picks.) 

Place six tooth picks in a row on desk. 

Hold up two sticks. 

Hold up two sticks again. 

How many times did you hold up two? Two 
times two tooth picks are how many tooth 
picks ? 

Bring me three tooth picks. 

Bring me three tooth picks again. 

How many times did you bring me three tooth 
picks ? Two times three are how many ? 

2x2 are how many? 

2X3 are how many? 

After much oral work the written form may 
be given: 

II II 2X2=4. 2+24=4. 

III III 2X3=6. 3+3=6. 
Model Lesson. Division. 

The children again have small number of 
tooth picks or any other objects. 

Place six tooth picks in row. 

How many ones have you ? 

How many twos (II) in 6 II II II 

How many threes ('11) in 6 III III 
I have six pennies ; how many two-cent stamps can 
I buy? 

Apples cost 3 cents a piece. Joe has six pen- 
nies; how many can he buy? 



40 DEPARTMENT OF EDUCATION. 

When sure the children understand process 
give the written symbol. 

6 divided into 2's = 3 twos 6^2=3. 
6 divided into 3's = 2 threes 6-^3=2. 



ARITHMETIC IN GRAMMAR GRADES 

The "State Manual of the Course of Study," pp. 29, 30, 
31, gives the text books and extent of the work to be cov- 
ered in the fifth, sixth and seventh grades. The article 
on Arithmetic by Mr. W. R. Harrison, pp. 85 to 90 of the 
Manual, gives in more detail the work in each of the seven 
grades and should be carefully studied as a means of uni- 
fying the subject, for the many practical suggestions as 
to the scope of the work and methods of instruction 

Instructors should be thoroughly familiar, with the 
arithmetic textbooks in use in the schools and, as a rule, 
should make use of the suggestions and directions given 
in these books. The textbooks are to be the guides of the 
teachers in their work. 

"The Teaching of Arithmetic," by Smith, published by 
Ginn and Co., will be found most helpful in stimulating 
interest in the subject and in meeting the needs of those 
giving and receiving instruction in arithmetic. 

In chapter 1 the history of arithmetic is briefly and in- 
terestingly given. A careful study of it will prove a fine 
stimulus to teachers. 

The following principles taken from or suggested by 
the book will give an abundance of material for institute 
workers : 

(1) Arithmetic is taught because of — 

(a) Its usefulness in daily life. 

(b) The training of the mind in the power to rea- 
son, in accuracy of statement, and in habits of 
application. 

(2) As the mental training to be derived from teaching 
arithmetic can be secured from the practical parts, the 
teacher is safe in emphasizing the practical side of the 
subject. 



INSTITUTE MANUAL. 41 

(3) In emphasizing the practical don't lose sight of the 
fact that a large amount of abstract work should be given. 
Skill in the solution of concrete problems does not signify 
skill in abstract work. 

(4) Supplementary problems based on the daily indus- 
try of the people should be made by the teacher and 
given to the class. These problems should be carefully 
graded to suit the stage of development and degree of 
progress of the children. 

(5) Mental or oral work should be given in every 
grade. Brooks' New Mental Arithmetic will give ample 
material and suggestions for this work. 

(6) In written work insist on accuracy and neatness in 
work. Estimating results before attempting the written 
solution and checking results after solving will aid mate- 
rially in developing thoughtful students. Some written 
analysis should be required, but it is just as harm.ful to 
require written analysis of every problem as it is to have 
no written analysis at all. 

(7) A simple, clear statement by the child, giving rea- 
sons for each step in the solution of a problem is more 
valuable than the adherence to some memorized form. 
Ability to analyze should be developed gradually by easy 
steps. 

(8) The standard of the work in arithmetic may be 
gradually raised by the way teachers mark papers. 
"There is only one test for a question involving one opera- 
tion. Either the answer is right or it is wrong. If the 
problems require some interpretation a teacher may prop- 
erly mark both for operations and method, — in general, 
however, papers in arithmetic should be marked, as they 
are in business, largely by the accuracy of the result." 

References: - Smith "The Teaching of Arithmetic," 
Ginn and Co. ; Smith, "The Teaching of Elementary Math- 
ematics," Macmillan Co. 

Lincoln, "Every Day Pedagogy," Chapter on Arith- 
metic, Ginn and Co. 

McMurry, "Special Method in Arithmetic." Macmillan 
Co. 

Any good book on methods. 



42 DEPARTMENT OF EDUCATION. 



GEOGRAPHY IN PRIMARY GRADES 

I. Aim: 

(a) To enable a child to know his surroundings and 
to talk intelligently of them. Emphasis should 
be put on the daily life and its needs. 

(b) To cultivate clear and discriminating observa- 
tional powers. 

(c) To prepare pupils for the formal study of geog- 
raphy. 

II. Selection of the subject matter: 

The teacher should be guided by : 

(a) Adaptation of the subject to the capacity of the 
child. 

(b) Its adaptation to the season of the year. 

(c) Its ability to be easily related to other depart- 
ments. 

Nature study. 
Language. 
Reading. 
Number work. 
Drawing. 
Paper cutting. 
Clay modeling. 

III. Method: 

(a) Conversational lessons. 

(b) Stories and poems. 

(c) Pictures. 

(d) Sand table. 

(e) Hand construction. 

IV. Work must be based on the home : 

(a) Forms of land and water. 

(b) Animals and plants. 

(c) Industries and occupation. (Emphasize the 
work of the mother and the work of the father.) 

(d) Weather conditions. 



INSTITUTE MANUAL. 43 



(e) Transportation. 

(f) Communication. 

(g) Public buildings. Study of other people. 

To this outline the third grade should add the study of 
the county. 

(a) Make map of county on sand table. 

(b) Make product map of county. 

(c) Exhibition of county products. 

Lessons should be developed outside of book. Study 
things rather than about things. 

Outline for sand table lesson on Mobile Bay : 

1. From Montgomery to Mobile by steamboat. 

2. At Mobile take the "Pleasure Bay" and cross the 

Bay. 

3. Baldwin county. 

4. Fort Morgan. 

5. Sand Island. (Light House.) 

6. Fort Gaines. (History.) 

7. The channel. 

Why dug. 

Its effect on Mobile. 
Boats leaving Mobile. 
Boats going to Mobile. 

8. Mobile county. 

9. Mobile. 

10. Locating of ship building plant. Develop reasons 

for location of this plant. 



GEOGRAPHY IN GRAMMAR GRADES 

(See State Manual, pages 91-105; Everyday Pedagogy, 
pages 178-90.) 

The Course of Study : 

The pupils' knowledge of geography is gained from- 

1. The observation of geographical phenomena. 

2. Oral instruction of the teacher. 

3. Map study. 



^^ DEPARTMENT OF EDUCATION. 



4. Textbooks and supplementary reading matter 

5. Inferences from facts already learned 

Four phases of psychological development determine 
the course of study: 

1. Observational, comprehending the work of the first 
tvvo years Keyword, recognition. Payne's Geographical 
Nature Studies m the hands of the teacher. The aim is to 
have the pupil acquire the elementary ideas and concepts 
which he IS to use in his further pursuit of the subject 
.1,^. ^^^®^^" ^^^^^' comprehending the work of the 
third y^^r Jieyv;ord, adaptation. Payne's Geographical 
Reader m the hands of the pupils. The aim is to clarify 
the pupils knowledge and to give him the tools by means 
of which he IS to make further progress in the studv 

S Descriptive, comprehending the work of the fourth 
and fifth years. Keyword, acquisition. Frye's First 
Course m Geography. The aim, beginning with an inten- 
sive study of home geography, is to give the children a 
birds -eye view of the countries of the world. 

4. Rational, comprehending the work of the sixth and 
seventh years. Keyword, rationalization. Frye's Higher 
Geography. The aim is to have the children understand 
man s life and progress and the physical and climatic 
conditions about him. Procedure is now from effect to 
cause; from observation, training, and description to 
judgment and reason. 

Suggestions for Teaching Frye's Geographies: 

1. Broad knowledge of geographical principles. 

2. Fresh daily preparation. 

3. Conformity to the author's plan. 

4. Have pupils use the "Helps" at the end of each les- 
son m preparing it, but never follow them literally in the 
recitation. The "helps" in the advanced book include 
"questions" and "topics," the former to be used by the 
pupil in preparing for the lesson and the latter to furnish 
a broad basis for the recitation. The index, the pronounc- 
ing word-list, and the supplement should be constantly 
used by the pupils. 

5. Stress essential rather than incidental facts. 



INSTITUTE MANUAL. 45 

6. Follow literally the directions given in the book; as 
for example, all suggestions to refer to preceding pages, 
lessons, or maps. 

7. Supervise the study of pictures. Some pictures are 
for oral description, some for modeling, and others for 
drawing. The order of development should be observa- 
tion, thought, imagination, narration or reproduction. 

8. Train in the reading and interpretation of maps, 
placing special emphasis upon relief maps. In the prep- 
aration of the lesson, have pupils look up geographical 
features and localize places on the map. See to it that 
they practice their thinking on a flat surface and with due 
regard for perspective. 

Lesson Assignment for Upper Grades. 

Never the mere direction to prepare a definite portion 
of the text. Proper matters for the assignment are : 

1. Explanation by the teacher (books open) of difficult 
points which the pupils should be able to work out for 
themselves. 

2. Directions to pupils to look up locations of places, 
features, the meaning and pronunciation of hard words. 

3. Three or four sentences written on the board outlin- 
ing the important points in the lesson. 

4. A few thought questions to be written down by the 
pupils to link this with previous lessons, with the home 
environment of pupils, or calling for their judgment. 

Study Recitations. 

When Frye's First Course in Geography is begun, at 
least one-half of the recitation period should be given 
over to the study of the lesson to be recited on tomorrow. 
The text should be used largely as a reading book, the 
teacher directing the study so as to secure emphasis upon 
the more important facts. Encourage pupils to ask ques- 
tions and put forth independent effort. 

Recitation. 

Vary it and hold pupils rigidly responsible for the task 
set in the assignment. A good general plan in upper 
grade classes is as follows: 



46 DEPARTMENT OF EDUCATION. 



(a) Teacher announces topic and calls upon pupils to 
recite. 

(b) After pupil tells what he knows about it, other 
members of the class make corrections, additions, and ask 
questions. 

(c) The teacher, through timely questions or explana- 
tions, clears up difficulties and supplements with impor- 
tant facts or details. 

Map Drawing-. 

1. Political; 2, outline; 3, relief ; 4, models: (a) pa- 
pier mache, (b) salt and flour; (c) sand; (d) plasticine. 
Profitable and unprofitable map-drawing. Specimen maps 
prepared by pupils in the elementary grades should be ex- 
hibited by the conductor. 

Supplementary Material. 

The knowledge is gained from travel, from geograph- 
ical readers, from folders, from school correspondence 
with pupils in other sections, from specimens, and from 
exhibits may all be used to advantage. Be sure that em- 
phasis is placed upon basal facts rather than upon those 
that excite curiosity. 

Imaginary Journeys. 

This is a fine test of the usableness of the information 
the pupils have gathered. No better means could be de- 
vised to clarify the child's knowledge of international 
complications now prevailing in Europe than to take the 
class on a journey through England, France, Germany, 
Russia, and in fact through Europe generally. 

Geographical Outline. 

Furnishes a framework for the pupil to hang his facts 
upon and gives coherence. A simple outline should be 
committed to memory for use in grouping the data about 
any particular geographical area or division. Many other 
ways of work, as, for example, correlation with history, 
English, reading, spelling, and frequent excursions and 
field lessons will suggest themselves to the thoughtful 
teacher, for "no school subject aflFords to either teacher 
or pupils greater opportunity for variety in enjoyment or 
profit than does geography." 



AGRICULTURE 



T 



HREE periods are to be devoted to this subject, one 
on each of the following days : Monday, Tuesday 
and Wednesday, It is suggested that the periods 
be used in the following way: 



Monday afternoon: A general inspirational talk on 
the importance of teaching agriculture in the public 
schools. At this time the teachers should be acquainted 
with agricultural conditions in the State and the possibil- 
ities of Alabama farms under modern agricultural meth- 
ods. Crop diversification should be stressed. 

About ten minutes at the close of the period should be 
used to explain the Babcock milk tester, thereby prepar- 
ing the teachers for the demonstration on Tuesday. Prom- 
ises of samples of milk drawn on Tuesday morning should 
be secured from four teachers. 

Tuesday morning: The Babcock milk test should be 
made at this time. 

The success of this demonstration is assured if the con- 
ductor has everything ready for it and is proficient in the 
use of the tester. 

The tester recommended for use in rural schools is the 
Facile, Jr., Babcock Test Outfit — four-bottle size. It is 
worth $5.50 and can be purchased of the Farm and Dairy 
Supply Co., 31 Peters St., Atlanta, Ga. 

Wednesday morning: It is suggested that two of the 
accompanying experiments be performed in the presence 
of the institute, and in this connection the teaching of the 
adopted text be discussed. 

A very practical use of the period would be to conduct 
a model lesson in agriculture. If this is done, the lesson 
should be previously assigned to a class of ten or twelve 
volunteers from those present, or to a number of sixth 
and seventh grade pupils of the locality in which the in- 



48 DEPARTMENT OF EDUCATION. 



stitute is held. The model lesson should embrace one or 
more of the subjects from which the outlined experiments 
are taken. 

The following are suggested demonstrations : 

(a) Testing the soil for acidity. 

(b) The treatment of oats for smut. 

(c) The capillary movement of moisture in the soil. 

(d) Some beneficial eff'ects of organic matter on the 
soil. 

Demonstration (a): See pages 112 and 113 of the 
adopted text, Agriculture for Southern Schools by 
Duggar. 

The conductor should carry a small package of blue lit- 
mus paper to the institute. Fifteen cents will purchase a 
sufficient quantity for one hundred tests. 

Demonstration (b): The formalin treatment for smut 
is found in the Duggar text on pages 233 and 234. For- 
malin is a forty per cent solution of formaldehyde and can 
be bought, under the last name, from almost any drug 
store. Ten cents will purchase two ounces, a sufficient 
amount for at least six demonstrations. 

Demonstration (c) : Use three white crayons, placed 
in vertical position in a shallow tin, such as a blacking box 
top, containing dilute ink. Let the first crayon be un- 
broken, to represent uncultivated soil; the second crayon 
broken once near the top and the two pieces carefully 
placed in the original position, to illustrate the retarding 
effect of the air space afforded by the break; and simi- 
larly break the third crayon near the top, but before plac- 
ing the broken piece in position, reduce it to a fine powder 
(to correspond with the soil mulch) ; then as much of the 
powder as practicable should be placed on the top of the 
broken crayon. 

Be careful to have all three crayons in position before 
any ink is added to the shallow tin in which they stand. 

Note the delay in the rise of the ink due to the single 
break and also to the powdered chalk. 



INSTITUTE MANUAL. 49 

Repeat the same experiment with lumps of sugar, on 
one of which may be placed a layer of pulverized sugar to 
correspond to a mulch of fine soil. Use may also be made 
of a lamp-wick or of a towel after one end is dampened to 
show the gradual rise of moisture. 

Demonstration (d) : To show that fine, well-rotted 
vegetable matter enables the soil to hold an increased 
amount of moisture, fill nearly full four old tomato cans 
having nail holes in their bottoms, with the following: 

(1) Clay, (2) sand, (3) about equal parts by volume of 
clay and fine sifted mould from the woods; and (4) about 
equal parts of sand and similar mould. By addition or re- 
moval bring the four filled cans to equal weights, as 
shown by scales or by a school-made equal-arm balance. 
Pour an abundance of water into each can until every par- 
ticle of soil is saturated. When all have ceased to drip, 
weigh the cans (or balance them by pairs), and make rec- 
ord of their relative weights — that is, of the relative 
moisture retained by each. 

To show that vegetable matter makes the soil more fri« 
able — that is, more easily pulverized — make a mud ball 
by pressing between the palms of the hands a part of the 
contents of each of the four cans last mentioned. Expose 
these mud balls to the sunshine for a day or more and 
then note the relative amounts of pressure or force re- 
quired to pulverize each. 

HERD RECORDS AND THE BABCOCK TEST 

The Babcock test for butter fat in milk is so simple, 
but yet so productive of greater interest in dairy work, 
that each institute conductor should explain the Herd 
Record Work to the teachers and give a demonstration in 
milk testing. The Dairy Department, Auburn, Ala., will 
be pleased to furnish milk and feed record sheets to farm- 
ers who will agree to keep records of their cows' produc- 
tion for one year. It will also personally instruct a lim- 
ited number of farmers in the keeping of records and the 
making of the Babcock test. Upon request from the 



50 DEPARTMENT OF EDUCATION. 

teachers, circulars and leaflets on all phases of dairy work 
will be supplied for distribution. 

Herd record work is "Bookkeeping with the Cow." It 
consists in weighing the feed once a month, weighing the 
milk from each cow daily and testing each cow's milk for 
butter fat once a month. A number of Alabama farmers 
have been using this system a number of years. 

The advantages of herd record work may be briefly 
stated, thus: 

1. The profitable cows can soon be detected and the un- 
profitable can be sold, or otherwise disposed of. 

2. A good herd can be soon obtained by raising the 
calves from cows that have proven their worth. 

3. Cows can be fed according to their milk production. 

4. Stock can be sold for a better price, for it can be ac- 
curately determined how much milk and butter fat they 
produce and at what cost for feed. 

5. The whole dairy work is put on a business basis, and 
not only are profits increased but greater interest is 
aroused in the dairy work. 

It is impossible to determine the amount and quality of 
milk by looking at the cow or the milk. The milk must be 
weighed and tested. In order to make an accurate test 
the work from start to finish must be done accurately, 
and the following suggestions and instructions are given 
with the hope of getting best results. 

1. When the cow has been milked, thoroughly stir or 
otherwise mix the milk in the pail, and take a small 
amount of the milk, say three tablespoonfuls and put it 
into a wide necked bottle or glass with the cow's name or 
number on it. The sample should be taken immediately 
after milking, as it is easier to get a representative sam- 
ple then. Samples from two milkings in succession should 
be taken as the fat content of the milk varies in the dif- 
ferent milkings. If the samples are cold they will not mix 
well, and it will be necessary to set the bottles in warm 
water. 

2. As soon as the sample is well mixed, draw into the 
pipette 17.6cc. of the milk. The upper mark on the pipette 
is the 18cc. mark and the lower one is 17.6cc. The milk 



INSTITUTE MANUAL. 51 



should be sucked above the mark and by moving the fin- 
ger it can be gradually lowered until it reaches the 17.6cc. 
mark, when it can be stopped by pressing the finger firm- 
ly and thus stopping the admission of air. 

3. Put the milk into the small test bottle. Do not push 
the end of the pipette down the neck of the bottle as this 
will not allow the air to escape and will cause the milk to 
blubber out of the mouth of the bottle. Hold both bottle 
and pipette obliquely and let the milk run down the side 
of the neck. 

4. Measure out 17.5cc. of commercial sulphuric acid, 
and rotating the bottle slowly pour down the side of the 
neck. In this way, any milk in the neck of the bottle will 
be washed into the base of the bottle. 

5. Mix the contents of the bottle by shaking with a 
rotary motion. The mouth of the bottle should be pointed 
away from the operator. If any acid should get on the 
operator or his clothes, it should be wiped off immediate- 
ly, and ammonia or any other alkali added to neutralize 
the acid. The mixture should be of a deep chocolate color. 
If too light, more acid should be added until the proper 
color is obtained. 

6. Place in the tester and rotate at speed indicated for 
five minutes. Do not stop the machine, but let it stop of 
its own accord. 

7. Add hot water of about 170 degrees until contents 
reach neck of the bottle. 

8. Rotate at proper speed for two minutes. 

9. Add hot water to the 1' < mark and rotate at proper 
speed for one minute. 

10. Place bottles in hot water bath of 140 degrees for 
five minutes, being careful that the water is high enough 
to surround fat in neck of bottle. 

12. Read test on graduated neck from the extreme base 
of fat to the top of meniscus or upper curved surface of 
the fat column. The fat should be of a golden yellow. If 
it is light or curdy, the following are the causes: Too lit- 
tle ac'd, too weak acid, or acid and milk mixed at too low 
temperature. If the butter fat is black it is due to one of 
the following causes: Too much acid, too strong acid, or 



52 DEPARTMENT OF EDUCATION. 

acid and milk mixed at too high temperature. The acid 
should be common commercial sulphuric acid of specific 
gravity 1.82. If chemically pure acid is used, less than 
17.5 cc. must be used. 

If the operator does not understand how to read the 
test and calculate the amount of butter fat, he should not 
make the test. Milk bottles are graduated to test as high 
as 87' and some 10%, The smallest division in the grad- 
uation is one-tenth of one per cent. If the butter fat cov- 
ers five of the larger units, it means that the milk tests 
5%, or that there is 5 pounds of butter fat in each 100 
pounds of milk. 

A gallon of average milk weighs 8.6 pounds. A gallon 
of 30% cream weighs 8.3 pounds. Therefore if a cow 
gives two gallons of 5% milk per day, she would give 
about .86 pound of butter fat, which would make about 1 
pound of butter. 

Average Jersey milk will test about 5% butter fat. 
Milk testing as low as 2% or as high as 7% is likely to be 
abnormal, or the sampling or testing have been improper- 
ly done. Feed will not change the average butter fat con- 
tent of milk, unless the cow has been underfed or treated 
abnormally in some way. 

For further information on dairying, address Noel 
Negley, Dairyman, Auburn, Alabama. 



THE SCHOOL AND THE COMMUNITY 



>r¥^ 



I 



T WOULD be impossible for an honest teacher to 
read the educational literature of today, to live in 
contact with intelligent people, and to give any- 
thought to evidences, without being convinced of 
the so-called greater mission of the school — especially of 
the rural school — in its relationship to the community 
life. It is assumed therefore that the rural school, in or- 
der to fulfill its mission, must recognize its obligaion to 
fulfill its mission, must recognize its obligation to "give 
country children a broader and more intelligent acquain- 
tance with country life; a more genuine appreciation of 
and satisfaction with country life ; more adequate training 
for a more remunerative, more satisfying life in the coun- 
try; and in addition "to develop a rural community life 
that is industrially more effective, and that is socially, 
morally and intellectually more efficient." 

If the above statement be true of the mission of the 
rural school it is evident that the teacher and the school 
will bear an important relationship to every movement 
that looks to the uplift of rural life. Indeed it is expected 
that the school will often take the initiative and lead in 
bringing about desirable results in community develop- 
ment along almost any line that may be suggested. 

To be definite, let it be said to the teachers of Alabama 
that the teacher and the school may find their duty and. 
their opportunity in some one or more of the every day 
problems of rural life, such as : 

1. Providing better school buildings, sites and equip- 
ment. 

2. Improving the sanitary conditions and health in the 
school and in the community. 

3. Raising efficiency in agriculture and farm manage- 
ment. 

4. Providing better homes and living conditions. 



54 DEPARTMENT OF EDUCATION. 

5. Securing good transportation and marketing facili- 
ties. 

6. Getting ready for, and inaugurating cooperative pro- 
jects for the community. 

7. Giving attention to the intellectual, moral and aes- 
thetic tone of the community. 

8. Improvement of the social and recreational activities 
of the community. 

The mention of these matters suggests so many things 
that cry aloud for attention that he who is sensible to 
them is in danger of being discouraged or overwhelmed 
by the very multiplicity of responsibilities. The teacher 
must be told again and again to undertake only one gen- 
eral line of improvement at a time. Of course life is so 
related, one department to another, that it is impossible 
to improve one phase without improving all phases. But 
that is incidental and should be so regarded in plans for 
any community development. Let the teacher, the school 
and other forces which are available in a community de- 
cide upon one specific, definite need to which attention 
shall be given until the results desired are nearly enough 
in sight to warrant a change in the point of emphasis or 
to another problem. 

Even with reference to the one problem it should be 
borne in mind that the whole matter must be mapped and 
charted ; and then the details attacked and mastered, one 
or a few at a time. Attention to this point is urged be- 
cause it is here that so many teachers and other people 
fail. 

First the point of emphasis must be determined. After 
making a preliminary study of the community with refer- 
ence to its needs, and of its points of possible contact 
with the school; after some consideration of the men, 
women, children and organizations in the community; 
after getting the school under way, having enlisted the 
friendship, confidence and cooperation of the boys and 
girls of the school, the teacher will be ready, with the help 
of the good citizens, to decide what problem shall be first 
attacked. 



INSTITUTE MANUAL. 55 



Nothing should be undertaken without first determin- 
ing the definite need for it, the plan of accomplishing the 
work, what forces are available for the task, what each 
unit of the forces should undertake, what preliminary 
work is necessry, and how it must be done. In order to 
do these things wisely the teacher must first qualify him- 
self for the responsibility which he will necessarily as- 
sume as leader; for that he must be, though he keep 
himself in the background, as he will if he be wise. He 
must make himself familiar with the local situation ; he 
must get and read bulletins, books, pictures and plans to 
learn the best things that have been said and done about 
similar situations. He must come to believe in his cause 
with all his mind, all his strength, and all his soul, and he 
must have faith in himself and in the community that the 
cause will triumph. He must dream dreams and see vis- 
ions ; he must be filled with zeal and enthusiasm, and faith 
to project the ideal of his dream constantly before his 
own mind and the mind of the community. He must be- 
come willing to give himself over, in season and out. to the 
accomplishment of the task ; and then he must set about it 
tactfully, in patience, in wisdom, in the passion for un- 
selfish service, with the determination that the work once 
begun shall never be laid down until he may rest in the 
sweet consciousness of the miracle of his dream come true 
in the lives of those with whom he has wrought, and 
whom he has learned to love.. 

Suppose you are about to undertake a movement for 
better sanitary conditions and health in the community. 
What would you do ? 

1, Begin in the school, v>'ith the children, giving attention 
to such matters as — 

a. House, light, heat and ventilation, seats, sweeping, 

premises, and toilets. 

b. Drinking water, foods, manner of eating, etc. 

c. Personal hygiene, cleanliness, teaching it, living it. 

d. Things ordinarily taught in Physiology and Hy- 

giene. 
What would you do next ? 



S6 DEPARTMENT OF EDUCATION. 

2. Find out conditions in the community which need at- 

tention, and then provide something looking toward 

relief. 

(Suppose you found the following conditions: 

a. Ignorance about contagious diseases. 

b. Poor facilities for disposal of filth and excreta. 

c. Carelessness and ignorance about drinking water. 

d. Prevalence of flies and mosquitoes. 

e. Poorly prepared foods, ignorance about feeding 

children, ignorance of food values. 

f. Tendency to place the responsibility for illness 

and death upon the Lord.) 
Then what would you do? 

3. Set the school and the community to work to improve 

conditions : 

a. Get bulletins and literature, read and get others to 

read. 

b. Have a community meeting, prepare a good pro- 

gram, have talks and papers, songs, and the 
principal event a stereoptican lecture by a phy- 
sician — the right one. 

c. Have another meeting, and another main topic. 

d. Work out plans for getting rid of flies — screens, 

traps, destruction of breeding places. 

e. The same for providing toilet facilities — water 

supply. 

f. Better cooking club for girls and mothers. Study 

foods. 

g. Work for an all-time health off"icer for county. 

REFERENCES 

"The Work of the Rural School" — Eggleston & Bruere, Harper & 
Bros. 

"Better Rural Schools" — Betts, Bobbs-Merrill Co. 

"Country Life and the Country School" — Carney. "The Rural 
School, Its Methods and Management" — Cutler & Stone, Silver, 
Burdette & Co. 

State Department Bulletins: 

U. S. Dept. of Agriculture (Bulletins), Washington, D. C. 

U. S. Bureau of Education, Bulletins. 



SANITATION AND HEALTH 



I 



T IS suggested that the outline of the lecture on 
Sanitation and Health delivered before the Con- 
ference of Institute Conductors by Dr. W. E. 
Hinds, State Entomologist, a copy of which has 
been sent each conductor, be used as the basis of a talk on 
this subject. The conductors should stress the importance 
of adequate sanitary facilities at each school and, in this 
connection, the importance of the construction of sanitary 
closets. 

The following extracts are taken from a paper pre- 
pared by Dr. Hinds : 

"The most important phase of sanitation is that relat- 
ing to the care and disposal of human excretions. Care- 
lessness in this matter is responsible for a great increase 
in sickness and in an extremely high death rate. 

"The following important diseases are frequently 
transmitted by flies which breed in or feed upon human 
excrement : Typhoid fever, cholera, diarrhoea, dysentery, 
summer complaint, tuberculosis, and hookworm. 

"In Alabama in 1913, 6,000 babies died before becoming 
two years of age. There were also 4,000 deaths from tu- 
berculosis and 900 from typhoid fever. Literally thou- 
sands of these deaths might have been prevented had 
there been proper information and practice regarding the 
use of sanitary closets. Practically half of the homes and 
schools in rural districts in the South are unprovided with 

closets. 

"Improvement in these conditions should begin at the 
school. Superintendents and teachers should be held re- 
sponsible for the institution and maintenance of sanitary 
conditions and the giving of such information as will safe- 
guard health and life among the pupils. Proper closet 
construction can and should be studied and may furnish a 
valuable practical exercise, especially for the older boys 



58 DEPARTMENT OF EDUCATION. 



of the school. Pupils should then be encouraged to im- 
prove the conditions in their homes. 

"Fly control is an essential point in sanitation. Fly 
breeding should be prevented by removing or treating the 
accumulations of stable manure. Closets should be made 
strictly fly proof. Good closets cost less than doctors' 
bills and coff"ins." 

PUBLICATIONS RELATING TO FLIES AND SANITATION 

U. S. Dept. of Agriculture, Farmers' Bulletins: 

No. 270, Modern Conveniences for the Farm Home. 
No. 459, House Flies. 
No. 463, The Sanitary Privy. 

No. 155, Hovv^ Insects Affect Health in Rural Districts. 
U. S. Dept. of Agriculture Bulletins: 

No. 57, Water Supply, Plumbing and Sev^^erage Disposal for 

Country Homes. 
No. 118, Experiments in the Destruction of Fly Larvae in Horse 
Manure. 
U. S. D. A. Bureau of Entomology Bulletins: 

No. 78, Economic Loss to the People of the United States 
Through Insects that Carry Disease. 
U. S. Treasury Department: Public Health and Marine Hospital 
Service: 

Public Health Bulletin No. 37, The Sanitary Privy: Its Purpose 

and Construction. 
Public Health Bulletin No. 68, State Disposal of Human Ex- 
creta at Unsewered Homes. 
Kentucky State Board of Health, Bowling Green, Ky.: 

Bulletin, Vol. Ill, July, 1914, Prevention of Typhoid Fever and 
the Kentucky Sanitary Privy. 
Alabama State Board of Health, Montgomery, Ala.: 
Bulletin: Typhoid fever. 
Special Bulletin: The House Fly. 
Alabama Experiment Station, Auburn, Ala.: 
Press Bulletin No. 56, Fight the Fly. 
Circular No. 32, Fly Baits. 



COMMUNITY CLUBS 



I 



N VIEW of the fact that agriculture is one of the 
subjects to be stressed in the institutes, it is 
deemed wise to present this subject as related 
thereto, however not to the exclusion of social 
features which should have a place on every club pro- 
gram. 

It is the purpose of the Office of Markets and Rural 
Organization of the U. S. Department of Agriculture, co- 
operating with the Alabama Agricultural Experiment 
Station, the Commissioner of Agriculture, the State De- 
partment of Education, the State Health Department, and 
other organizations, to furnish suggested programs for 
community meetings in any locality in the State. 

These community meetings are not to interfere with 
any organizations already in your community. If you 
have a Farmers' Union Local, a Boys' Corn Club, a Girls' 
Canning Club, a Marketing Association, or other organi- 
zations, the members doubtless will be glad to cooperate 
in such discussions as will be given in the community 
meeting. It should furnish common ground on which all 
the men, women, boys, and girls may meet for the discus- 
sion of topics of interest to the community. 

Programs, accompanied by outlines written by experts, 
will he sent out every two weeks to those communities 
desiring them. These community meetings should be 
placed in general charge of a committee representing the 
different local interests, including the school, the 
churches, and various other organizations. When a pro- 
gram has been made out. the paragraphs and references 
should be turned over to the persons who are to discuss 
the topic. They should have access to bulletins, year 
books, papers, etc., for reference, and the agencies al- 
ready mentioned will be very glad to supply such material 
as mav be available. 



60 



DEPARTMENT OF EDUCATION. 



The social side of such meetings should not be neglect- 
ed. Some kind of entertainment should be arranged for 
each meeting following the more formal discussion. 

Communities using these programs are requested to fill 
out the inclosed blanks after the meeting and return 
them. The object in requesting this is that we may know 
what IS being done in each community and may be able to 
help you with suggestions or otherwise. Report blanks 
and franked envelopes, which require no postage, will be 
sent out with each suggested program. 

If your community is interested in this work and de- 
sires further information, please. feel free to write to the 
Extension Service, at Auburn, Alabama. 

A SUGGESTED PROGRAM FOR FIRST COMMUNITY 
MEETING 

It is presumed that a preliminary meeting has been 
held at which arrangements for a program have been 
made, so that actual discussions may start at this first 
meeting. 

1. Meeting called to order — 7:30. 

. Reading of letter accompanying program. 
Election of chairman and secretary. 
(Program committee to be appointed by chairman at 
this time or later.) 

2. Music or song — 8:00. 

3. Program: Topic, Preparing Farm Products for the 

Market. 

(The following topics may be discussed in illustrat- 
ing certain essentials in preparing products for 
market.) 

Cotton Handling and Marketing. 
Preparing Irish Potatoes for Market. 
Preparing Sweet Potatoes for Market. 

4. General discussion — 8:55-9:15. 

5. Games and refreshments — 9:15-9:45. 



INSTITUTE MANUAL. (U 



PREPARING IRISH POTATOES FOR MARKET 

(A type of instruction) 

1. Harvesting: The farmer, when he is harvesting 
potatoes, should remember that they are tender, perisha- 
ble products, and that every bruise or cut forms a place 
for moulds and rots to gain entrance and thrive. Whether 
potatoes are dug by a machine or by hand it is of prime 
importance that the injuries caused by the operation be 
reduced to a minimum. The carrying and keeping quali- 
ties of a carload of potatoes vary according to the amount 
of injured stock mixed in. 

2. Sorting- and Grading: Mechanical potato graders 
are coming into more common use and commercial grow- 
ers find that these grades are efficient aids in helping 
them to raise the standard of their shipping stock. 
Whether sorted mechanically or by hand all potatoes that 
are scabby, diseased, cut or badly bruised, under or over- 
sized, or possessed of irregular growth should be culled 
out. The rest should be graded carefully into two grades 
or more, as suggested in Office of the Secretary Circular 
No. 48, "Marketing Maine Potatoes." 

3. Brands and Inspection : To advertise one's products 
and build up a reputation for them, brand marks are es- 
sential. The brand means little, however, unless it is 
backed up with strict grading rules which are enforced by 
rigid inspection. When it is once known among buyers 
that by ordering a certain brand of potatoes they will al- 
ways receive stock that is up to specifications, sale for 
that brand is practically assured at a fair market price 
and the brand name becomes one of the most valuable 
assets possessed by an individual shipper or a shipping 
organization. 

References: Office of the Secretary, Circular 48, Marketing 
Maine Potatoes. 1915. The Progressive Farmer, May 29, 1915, 
pages 5 and 18. 

G. V. Branch, 
Office of Markets and Rural Organization. 



62 DEPARTMENT OF EDUCATION. 

SWEET POTATOES 

An outline similar to that suggested for the discussion 
of Irish potatoes, can be used for sweet potatoes. 

References: Farmers' Bulletin 520. The storag:e and marketing 
of sweet potatoes. 1912. 

It is suggested that a practical demonstration be made 
of good and poor methods of preparing potatoes for mar- 
ket by means of actual exhibits of the two methods. 

REPORT OF COMMUNITY MEETING HELD 

At in , Alabama. 

(Place of meeting) (Town) 

Date of meeting , 1915. Time of opening ;. 

Time of closing 

Attendance: Total, Men, ; Women, ;: 

Boys under 14, ; Girls under 14, 

Subjects discussed 

Number of men taking part in discussion 

Number of women taking part in discussion 

Suggestions as to subjects for future meetings: 

Other features of the meeting, such as: 

Games (names). 

Readings or recitations (names). 

Music (character). 

Stories. 

Refreshments (yes or no). 

Remarks: Suggestions for future meetings, needs, general inter- 
est shown, etc. 

(Signed) ■,. 

Address - 



MANUAL TRAINING 



THE instructor should secure for class use two or 
three hammers, two or three hand saws (cross 
cut), a framing square, a compass-saw or key- 
hole saw, two or three rules, a brace and bit. It 
will be well to carry a set of ordinary tools with him for 
institute work, and in each town borrow one or two addi- 
tional hammers and saws for use while there. 



f£LT PAO 




FIRELESS COOKER 
Material: 

1 lard tub or candy bucket. 

1 eight or ten-quart enameled bucket fitted with lid. 
Material for top, rack, etc. 

Excelsior, hay or newspapers. 

2 hooks with screw eyes. 
Small nails, etc. 



Problems: The problems selected for this year's work 
are three : The tireless cooker, the sand table, and the san- 



64 DEPARTMENT OF EDUCATION. 



itary toilet. The first two will be used during the insti- 
tute week. The third is given in order to show teachers 
how to build a sanitary toilet for their schools. The de- 
signs for the fireless cooker and the work-bench are fur- 
nished by Prof. M. T. Fullan, Auburn. 

The container is made of a wooden bucket (empty lard 
tub) of about dimensions given in accompanying figure. 
The inner receptacle is a two-gallon enameled bucket and 
cover, which can be purchased of the grocer or hardware 
dealer. This bucket is located so that its position is about 
central in respect to the space on each side and also above 
and below. A piece of board about 14 inch thick and 
about 12 inches wide is shaped with a compass saw to the 
curve of inside of tub and secured with nails neath the 
bucket. At the top of the bucket and located just below 
the upper rim is a ring of wood, composed of two pieces 
% inch thick sawed out with compass saw, making the in- 
side circle fit the outside of bucket and the outside circle 
fit the tub at that position. It can be secured with screws 
or nails as desired. A top to the tub is made of two or 
more pieces of lumber fastened together and secured to 
the handle as shown in the figure. The inner or cooking 
pail can be of any convenient size to fill the space allowed 
in the bucket, or two smaller tin buckets can be used if 
desired to cook two difl'erent kinds of food at the same 
time. 

Between the bucket and the tub is placed insulating 
material which has the property of preventing transfer of 
heat. It may be chopped hay, excelsior, or a pulp made 
from newspapers. Between the top of the bucket and the 
top of the tub is placed a pillow stuffed with the same 
material and marked ''felt pad." Two screw hooks and 
eyes are used to hold the top in position. 

SANITARY TOILET 

Bill of material (use either rough or dressed lumber): 
1 piece, 6 by 6 inches by 8 feet long, 24 square feet. 

1 piece, 4 by 4 inches by 12 feet long, 16 square feet. 
5 pieces, 2 by 4 inches by 16 feet long, 54 square feet. 
3 pieces, 1 by 6 inches by 16 feet long, 24 square feet. 

2 pieces, 1 by 9 inches by 9 feet long, 14 square feet. 



INSTITUTE MANUAL. 



65 




66 



DEPARTMENT OF EDUCATION. 



3 pieces, 1 by 10 inches by 7 feet long, 18 square feet. 

15 pieces, 1 by 12 inches by 12 feet long, 180 square feet. 
12 pieces, V2 by 3 inches by 16 feet long, 48 square feet. 
2 pounds of 20-penny spikes. 

6 pounds of 10-penny nails. 
2 pounds of 6-penny nails. 

7 feet screen, 15-mesh, copper, 12 inches wide. 

4 hinges, 6-inch "strap," for front and back doors. 
2 hinges, 6-inch T, or 3-inch "butts," for cover. 

1 coil spring for front door. 

The seat and covers should be of dressed lumber. 

Full directions for making a sanitary toilet can be 
found in Farmers' Bulletin No. 463, "The Sanitary Privy," 
U. S. Department of Agriculture, Washington, D. C. 

Note : If it is not found feasible to erect a full size toi- 
let during the institute week, a smaller model, one-fourth 
size should be made. 




Sanitary Toilet Using 1'it System. 

(A) Box with lids. (B) Pit. three feet deep. (C) Barrel of dry 
earth. (D) Boys' iirinal. 



In making this toilet, the only difference is in having 
sills one foot longer than usual, to reach across pit. The 
pit is first dug and toilet placed over it. The back of toilet 



INSTITUTE MANUAL. 



67 



is enclosed to ground. The essential feature in using the 
pit system is to have the toilet and pit absolutely fly and 
water proof. The earth taken from pit is banked up 
around the foot of toilet to drain water away. The pit is 
not large and is used for one year only. The next year, a 
new pit is dug, the toilet moved over it and the old pit 
filled up. For this reason the pit should not be more than 
3 feet deep. 




SAND TABLE 

Frequently requests are made by teachers in rural 
schools for an inexpensive model of sand table for use in 
classes in primary history or geography. The model pre- 
sented is very simple, and the inside of top can be lined 
with oil cloth if it is desired to use water in connection 
with the lessons. 

Bill of material (use dressed lumber): 

2 pieces 1 by 3, 54 inches long. 

2 pieces 1 by 3, 28 inches long. 

4 pieces 2 by 4, 24 inches long. 

12 sq. ft. boards, 2% foot lengths. 

2 dozen nails. No. 8 — V2 lb. nails No. 4. 

1% yards oil cloth 36 inches wide for lining. 

First make frame by tacking the two long pieces across 
ends of the short pieces, using No. 8 nails. Then nail on 
bottom and saw off flush with sides. Legs can be cut out 
to fit corners and fastened on with No. 8 nails. 



68 



DEPARTMENT OF EDUCATION. 



WORK BENCH 

This is given merely for reference for those teachers 
desiring an inexpensive work bench for rural schools. It 
need not be made during the institute. 



■S-ff. 




Bill of material: 

1 piece 2 inches by 12 inches by 5 feet, top. 

4 pieces 2 inches by 4 inches by 30 inches, legs. 

2 pieces 1 inch by 9 inches by 24 inches. 
2 pieces 1 inch by 4 inches by 24 inches. 
1 piece 1 inch by 10 inches by 5 feet. 

1 piece 1 inch by 12 inches by 5 feet, back. 

1 piece 1 inch by 6 inches by 5 feet, back. 

2 pieces 1 inch by 3 inches by 18 inches, battens. 
2 pieces 1 inch by 8 inches by 24 inches. 



DOMESTIC SCIENCE AND ART 



LESSON I 



1. Reports of work done during the year in Domestic 
Science and Domestic Art. 

2. Classification of Foods. 

Food is the material taken into the body to supply heat 
and energy, to build up the body and to supply tissue 
waste. The following classification is to designate the 
kinds of foods. 

Proteins — Form tissues and furnish heat and energy. 
White of eggs (albumin), curd of milk (casein), lean 
meat, gluten of wheat. 

Carbohydrates — Sugar and starches furnish heat and 
energy (transform into fat). 

Fats — Fat of meat, butter, olive oil, etc., furnish heat 
and energy. 

Mineral matters — (Ash) share in forming bone, assist 
in digestion, phosphate of lime, potash, soda, etc. 

Water forms a large part of all food. Three-fourths of 
our own body's weight is water. (Mineral matter and 
water are not classed as food) . Water acts as a solvent 
for the building materials, removes the waste, especially 
those secreted through the kidneys. The salts are found 
most abundantly in vegetables, fruits and milk and are 
necessary for bone formation, for the blood and other 
fluids of the body. As will be seen from this classific- 
tion all of the foods serve as fuel to yield energy in the 
form of heat and muscular power, but only one class of 
foods, proteins, build tissue. 

Foods containing a high percentage of proteins are : 
eggs, peas, milk, beans, cowpeas, lean meats, peanuts, fish, 
lentils, poultry. 

The cereals, oats, wheat, corn, etc., also contain protein. 
The statement that rich food in proteins does not neces- 
sarily mean that it is richer in protein than the carbohy- 



70 DEPARTMENT OF EDUCATION. 

drates or fats. For example, the cereals contain a greater 
per cent of carbohydrates than of protein. Also in le- 
gumes, beans, peas, lentils, cowpeas, etc., the per cent of 
carbohydrates may be very high. 

Foods containing a high percentage of fats arc: Fat 
meats, as bacon and pork, cream, butter, lard, nuts, yolk 
of eggs, vegetable oils, peanuts, olive and cotton seed oil. 

Foods containing a high percentage of carbohydrates 
are : Cereal and cereal products ; potatoes and other 
starchy vegetables, sweet fruits and sugar. Legumes 
also contain carbohydrates. 

Mineral salts are found in all of our food stuffs but 
principally in the green vegetables, fruits, milk, egg yolk, 
whole meat and other cereal products. If green vegeta- 
bles and fruits form a conspicuous part of the diet, the 
mineral salts will be adequately supplied. Water is found 
in all foods, especially in fresh fruits, fresh vegetables, 
milk and beverages. 

References: Foods and Household Management, Kinne and Coo- 
ley, McMillan Publishing Co., Atlanta, Ga.; Household Science and 
Arts, Morris, American Book Co., Cincinnati, O.; Farmers' Bulle- 
tin, No. 142. 

LESSON II 

Preparation of Meat Substitute Dishes 

Choice of two of the following to be made at institute: 

Cheese Fondue 

1 1/3 cupfuls of soft, stale 4 eggs, 

bread crumbs, I 1 cupful of hot water, 

1 1/2 cupfuls of grated 1/2 teaspoonful of salt. 

cheese. I 

Mix the water, bread crumbs, salt and cheese; add the 
yolk thoroughly beaten; into this mixture cut and fold 
the whites of eggs beaten until stiff. Pour into a buttered 
baking dish and cook thirty minutes in a moderate oven. 
Serve at once. 



INSTITUTE MANUAL. 71 



The food value of this dish, made with the above quan- 
tities, is almost exactly the same as that of a pound of 
beef of average composition and a pound of potatoes com- 
bined. It contains about 80 grams of proteids. 

Scrambled Eggs with Cheese 

1 cup of grated cheese, I A pinch of nutmeg, 

4 eggs, I 1/4 teaspoonful of salt. 

Beat the eggs slightly, mix them with the other ingre- 
dients, and cook over a very slow fire, stirring constantly, 
so that the cheese may be melted by the time the eggs are 
cooked. In food value this dish is equal to nearly 1 pound 
of average beef. 

Egg Vermicelli 

2 "hard boiled" eggs, slices of toasted bread, 1 cup me- 
dium white sauce made with the following proportions : 1 
cup milk, 2 tablespoons butter, 2 tablespoons flour, salt, 
pepper. 

Cook 2 eggs 8 or 10 minutes in boiling water. Separate 
the yolk and the white of the eggs. Cut the white into 
small cubes or pieces, and mix with one cup of medium 
white sauce. Pour this over slices of buttered toast and 
sprinkle with grated yolks over top. A dash of paprika 
adds to the attractiveness of the dish. 

References: Foods and Household Management, Kinne and Coo- 
ley; Farmers' Bulletins 128, 363, 487, 121. 

LESSON III 

1. Canning Demonstration. 

Explanation of the principles of canning, why fruit and 
vegetables spoil, prevention of spoiling. 

Sterilization of glass jars, lids and rubbers. 

Pack whole peeled tomatoes in jars and add juice of to- 
matoes and 1 teaspoon of mixture (2 parts sugar to 1 part 
salt). Sterilize tomatoes in jar, twenty minutes, in boil- 
ing bath, lid on jars, but not sealed. Seal at end of proc- 
essing. 



72 DEPARTMENT OF EDUCATION. 



2. Fireless Cooker. 

Principle: The principle of the fireless cooker is to re- 
tain the heat obtained by first boiling the food a few min- 
utes. It is then placed in the cooker which does not allow 
the heat to escape. The food must be heated in the same 
vessel placed in the cooker. The vessel must have a tight 
cover and be moved from fire to cooker as quickly as pos- 
sible. A hot soapstone or cook stove lid is placed in the 
cooker with the food when higher temperature is needed 
or longer cooking desired. 

See article on Manual Training for directions for mak- 
ing a fireless cooker. 

FIRELESS COOKER RECIPES 

Choice of one of the following to be cooked at institute : 

CEREALS 
Hominy Grits: 

5 cups water, 2 teaspoonfuls salt, 1 cup hominy grits. 
Pick over and wash hominy grits. Have the salted water 
boiling and add the hominy slowly so as not to stop the 
boiling. Continue to boil rapidly for ten minutes over the 
fire, then place the vessel into the cooker as quickly as pos- 
sible and allow to remain (over night) for about 12 hours. 
The vessel of hominy may be placed in another vessel of 
boiling water before being placed in the cooker. 

Oat Meal: 

3 cups water, 1 teaspoonful salt, 1 cup oatmeal. Care- 
fully look over the oatmeal and remove any husks or for- 
eign substances. Add gradually to the boiling salted wa- 
ter and boil rapidly for 10 minutes stirring constantly. 
Now it may be put into the cooker. After 2 or 3 hours it 
is soft but a better flavor will be developed by longer 
cooking. It may remain in cooker over night in the same 
manner the hominy grits are cooked (about 12 hours) . 
Next morning it may have to be reheated: to do this, set 
the cooker pan in a pan of water over the fire. When the 
water boils up well, the oatmeal may be served. 

References: Farmers' Bulletins 359, 521, 203, 426. 



INSTITUTE MANUAL. 73 

LESSON IV 
Course in Sewing 

The course outlined could be used in rural schools very 
effectively. 

1. Dusting cap. 

Stitches used: Basting, running stitch or hemming, 
overhanding (lace), back stitch (sewing on 
beading) . 

2. Sewing apron. Basting, overcasting, half-back, 

feather stitch. 

3. Hemstitched towel. 

4. Cross stitch — on towel. Original design used. 

5. Corset cover. French seams. Basting and fitting. 

6. Button-holes on corset cover. Sewing on button holes. 

7. Hemmed patch. 

Overhand patch. 
Darning. 

8. Petticoat. Commercial pattern. French seam. By 

hand or machine. 

9. Petticoat. Placket, band, hem, ruffle. 

10. French hem on napkin. 

11. Initials embroidered on napkins. 

12. Cook apron. Machine or hand work. 

Suggestions for Summer Sewing Contest 

Age of girls 12-18. Clubs of four or more. 

1. Stocking Darn. 

2. Hemmed Patch. 

3. Hemmed Towel. 

4. Sewing Apron. 

5. Cook Apron. 

Prize awarded to one whose entire set of five articles is 
judged as best. 

References: Shelter and Clothing, Kinne and Cooley, McMillan 
Co.; Household Science and Arts, Morris; Extension Bulletin No. 
16, College of Agriculture, Lincoln, Neb., Household Arts, Vol. 13, 
No. 2. State Board of Agriculture, Columbia, Mo. 



SCHOOL IMPROVEMENT 



1. Take hold of this subject as if you reahze its won- 
derful possibilities and believe that the people are going 
to enter into it with genuine enthusiasm. 

2. Communicate with the county president when you 
receive your assignment and learn what has already been 
done in this work in the county. 

3. If the county president has been faithful and effi- 
cient, try to have her re-elected, if not, try to find a better 
one. As a rule, the president should be some public- 
spirited woman not engaged in teaching. If possible, a 
woman, not a man, should be elected to this position. A 
teacher may be elected secretary of the organization and 
usually this should be done. 

4. If you do nothing yourself for the cause of school 
improvement, try to leave a good strong organization in 
each county. This will furnish a basis for work during 
the next year. 

5. A number of reports have been sent to the county 
superintendent in the package containing the material 
from the Department of Education. Try to induce those 
teachers who have not sent in reports to fill and send 
them in. 

6. Examine annual report of Department of Education 
for information about S. I. A. work. 

7. A suggested scheme for presenting the work of the 
association to the institute follows: 

1. Song— ALABAMA. 

2. Talk by county school improvement president or in- 
stitute workers on the general work of the school im- 
provement association throughout the State. Arrange 
for the attendance of the County President at the annual 
meeting in October, 

3. Have each teacher present report what has been 
done in the school improvement work during the past 
year. 



INSTITUTE MANUAL. 



75 



4. Round table — The especial needs of this county and 
what we should emphasize during the year 1915-16. 

5. Discussion — Is it practicable for us to hold school 
improvement meetings monthly at the county seat in con- 
nection with the reading circle ? 

6. Explain the importance of keeping accurate and cor- 
rect records of the work done and the necessity of sending 
in reports promptly when called for by the county and 
state presidents. 

7. Impress upon the school improvement forces of the 
county the necessity of lending their hearty cooperation 
to the illiteracy sub-commission in the effort to eliminate 
illiteracy. 

8. Annual election of officers. 



ALABAMA TEACHERS AND PUPILS 
READING CIRCLE 

I. Origin and History. 

(See Proceedings of A. E. A., 1909.) 

IL Purpose: (See Constitution A. E. A., 1909.) 
III. Growth. 



Year 


Teachers' 
Books 


Pupils' 
Books 


1909-10 


1 
1940 1 


1910-11 


2298 
2477 
2143 
3952 


431 


1911-12 


7584 


1912-13 .' 


19434 


1913-14 


33185 






Totals 


12810 


60634 







76 DEPARTMENT OF EDUCATION. 



Three reasons for the growth of the movement : 

I. Graded lists. 

II. Cooperation of State Department, 

III. Employment of a secretary. 

IV. Organization at Institute. 

IV. Distribution: 

1. Of libraries for pupils. (Use map.) 

(Special plan in Jefferson county.) 

2. Of teachers who are doing the Reading Circle 

work. (Use map.) 

V. Relation of the A. T. R. C. to work of the State Exam- 

ining Board. (See bulletin issued by the State 
Department of Education.) 

VI. How Procured: 

1. Libraries for pupils. 

(a) The library law. 

(b) The depository. 

2. Teachers' Books. 

(a) Through the depository. 

(b) Begin early. 

VII. Organization: 

1. State: 

(a) Officers and their duties. 

(b) Depository. 

2. County. 

(a) Officers and meetings. 

(b) Ordinary county plan. 

(c) District plan. 

(d) The Jefferson county plan. 

3. Certificates and Diplomas. 

(a) How to secure them. 

(b) Number issued — 13 first year, 14 second, 
45 third year. 

4. The adoptions for the coming year. 



INSTITUTE MANUAL. 77 

VIII. How to get a Rural Library. 

1. Library and book "Showers." 

2. Private subscription. 

3. Library fee or shares. 

4. Entertainments. 

IX. Stories of Success with Circle or Library. 

1. Teachers. 

(a) In the state. 

(b) In this county. 

2. Pupils. 

(a) In the state. 

(b) In this county. 

X. Suggestions for Improving the Plan in this County. 
XL Reorganization. 

XII. The uniform program for the county institutes this 
summer sets apart a period on Tuesday, Wednesday 
and Thursday mornings. On Tuesday and Wednes- 
day mornings the teachers will bring their books 
with them and the instructors will assign and con- 
duct regular lessons. On Thursday morning the or- 
ganization will be perfected and the plans for the 
work in the county for the coming year will be for- 
mulated, 

XIII. The Latest Adoptions. 



TEACHERS' COURSE 



1915-16 Single 

List Copy 

1 Human Behavior (Colvin & Bagley) — 

Macmillan $1-00 $0.90 

2. Abolition Crusade and Its Consequences 

(Herbert) — Scribners 1-00 

3 Agriculture and Life (Cromwell) — Lip- 

pincott : 1-50 1.00 

4. Civics and Health (Allen)— Ginn 1.25 1.00 

5. Every Day Pedagogy (Lincoln)— Ginn 1.00 .80 



.80 



RECREATION AT THE INSTITUTE 



FOR obvious reasons neither the value nor the pur- 
poses of games and play in school can be dis- 
cussed in this brief paper. Suffice it to say that 
they do have value and importance that have 
been recognized far too little and too seldom by the teach- 
ers of our public schools. If the institutes will do some- 
thing to call attention to the matter in an impressive 
manner, and do something to suggest ways of dealing 
with it, they will have performed an important service. 

It is well, if possible, to have a little time devoted to the 
discussion of the importance, the purposes, and the spirit 
of school games and play. Follow this with a period of a 
few minutes for hearing suggestions and experiences 
from teachers. Close by playing some simple, enjoyable 
game. 

The institute conductors should plan definitely for at 
least one game to be taught each day, in addition to such 
games as may be taught or suggested in connection with 
the subjects of geography, arithmetic, language, etc. The 
number may be increased as opportunity offers. 

The opportunity to give more attention to recreation 
will be greatly enlarged if some means is devised by 
which the teachers can be served with cool water at 
proper intervals, without the loss of time. To which end 
the following suggestion is made, to be modified or 
changed as occasion directs: 

On Monday have each teacher supplied with a folding 
paper drinking cup, to be kept in notebook or otherwise 
convenient for use. (Arrangements can be made in ad- 
vance for a supply of cups which will add only a few cents 
to the expenses of the institute.) Have two or three 
buckets and dippers, and designate as many reliable 
young men to see that the water is always in readiness 
and to serve it when it is time to do so. 



INSTITUTE MANUAL. 79 



At such intervals as conditions require, particularly at 
recess, water may be served to the teachers while they 
are at ease, in conversation, seated at their regular desks, 
the individual cups being filled by the monitors as they 
pass up and down the aisles. A bucket for waste water 
may be carried by an additional monitor if it be found 
necessary. 

In the above way the ordinary number of teachers at 
an institute can be served within a period of five minutes, 
or less. This will give time enough that several minutes 
of the recess may be devoted to play under the direction 
of the conductors or some teacher appointed by them. 
Besides this, five minutes may be taken from the pro- 
gram once a day at such time as circumstances demand 
recreation. 

Remember, if the right play spirit is wanting the play 
will lose the most of its value. To quote from School 
Methods, "Open the windows, get the children out of their 
seats, and for three or five minutes let them engage in 
some interesting game, encouraging a genuine laugh and 
applause for the winners, and you accomplish much to- 
ward banishing fatigue and putting zest into another pe- 
riod of close, earnest work." 

Conductors will find it necessary to take with them 
such things as balls, bean bags, etc., as they expect to use 
in the institutes. 

The following games taken from School Methods are 
given for convenience. Some conductors will prefer to 
use others, and should do so. 

1. For resting and stretching. Tiptoe Catch. 

(Have copied from School Methods, Vol. 1, p. 178.) 

2. Marching Game — Presto, Change! 

3. Races: 

(a) Crow Race. (Men can play this for fun.) 

(b) Eraser Race. (Ladies play this for fun.) 

4. Ball or Bean Bag Game — Toss and Catch. 

5. Sharp Eyes Game — (Copy number one). 

6. Sharp Ears Games — (Nos. 4 and 5). 

7. Sensitive Fingers Game — (Copy number one). 



80 DEPARTMENT OF EDUCATION. 



REFERENCES 

School Improvement Bulletin, pages 35-40. 

Games for the Playground, Home, School and Gymnasium — 
Jessie H. Bancroft, The Macmillan Co. 

Public School Methods — volume one — School Methods Co. 
See Lincoln's "Everyday Pedagogy," pp. 277-281. 

SET-UP EXERCISES 

Set-up exercises are intended quickly to brace or set up 
the muscles, nerves and spirit of a child or teacher after 
a period of hard or tedious work. They are intended for 
children of all ages. 

Two facts, however, should always be borne in mind by 
the teacher who desires to make the drill a benefit and a 
joy to the child. 

Do not make the drills appear as a lesson forced upon 
the child ; but keep him looking forward to them as a re- 
ward for a good lesson. Also, remember that you are 
aiming to rest the brain, for exercising the muscles with- 
out resting or stimulating the brain has only a small tem- 
porary effect. The brain and body can be rested by a 
change of occupation. These drills or rest exercises need 
not consume over five minutes and should always be done 
with a snap and vim. Be sure your windows are raised 
before giving any rest exercise for children need all the 
fresh air to be had. 

Teachers should learn the exercises and take an active 
part in them, being careful that their own movements are 
quickly and correctly done. 

When a class becomes tired and interest flags, stop 
your work and give a rest exercise. The time will not be 
lost for the class will return to the work with renewed 
energy and interest. 

REST EXERCISES 
No. 1 

All may stand up in the aisles, 

Make good straight lines for a while. 

Hands on hips, hands on knees ; 

Put them behind you, if you please. 



INSTITUTE MANUAL. 81 

Touch your shoulders, now your nose ; 

Touch your ears, and now your toes. 
Raise your arms high in the air; 

Down at your sides, now touch your hair. 

Hands at sides now you may place; 

Touch your elbows, now your face. 
Raise hands up high as before. 

Now you may clap them, 1, 2, 3, 4. 

Now sit down, hands fold once more, 
Eyes to the front, feet on the floor. 

No. 2 

Arm stretching with knee bending, class stand in two 
counts, one, two. Raise on toes, stretch arms sideways 
as far as possible, bend heads stiffly backward in one 
count ; on second count bend knees as far as possible, head 
brought forward, hands touch floor between feet. 

Close observation should be made to see that the chil- 
dren's trunks are not bent forward. 

The next count will bring children to first position with 
heads back and arms sideways. On fourth count we have 
attention. 

During this entire drill children should be balanced on 
tip toes. This exercise requires the use of many parts of 
the body, and should not be repeated to any extent in a 
drill until children are accustomed to the movements. 

No. 3 
Finger Flexing 

This exercise is used to counteract the tiresome effect 
on the children's hands of writing. 

At first count arms should be extended sideways paral- 
lel with the shoulders, the fists kept tightly closed. 

When the second count is given, the hands should be 
violently opened and the fingers stretched as far apart as 
possible. 



82 DEPARTMENT OF EDUCATION. 

Each alternate count should mean hands closed, then 
hands back to one, the last count, or one, being position. 

This exercise may be repeated by raising the arms 
overhead, then vertically in front. 

No. 4 
Breathing 

Inhale several times by rapping on the chest or w^hile 
contracting the lungs. At count of one arms thrown di- 
rectly forward and lungs contracted or squeezed together 
as tight as possible. Count 2, fill lungs full of air while 
in that position. At next count shoulders and elbows 
should be forced backward as far as possible with arms 
doubled and air still kept in lungs. Exhale forcibly at 
fourth count. Remember to inhale through the nose, 
slowly, with mouth closed and to exhale forcibly through 
mouth. 



/ 



INSTITUTE WORKERS 



WHITE 

Allgood, R. V Avondale Station, Birmingham 

Belser, Danylu Pike Road 

Brown, C. A Birmingham High School, Birmmgham 

Dickson, W. E 3603 N. 26th St., Birmingham 

Fisher, Minnie 504 S. McDonough St., Montgomery 

Glenn C. B. ...Birmingham High School, Birmingham 

Gray,'Hassie 109 Green St., W. End Sta., B'ham 

Griggs, W. C Gadsden 

Harman, A. F Selma 

Kimball, Maude 50 Rapier Ave., Mobile 

Ledbetter, R. E Cullman 

Murphey, D. R Anmston 

Murphy, S. S Mobile 

Ogburn, Nonie J 418 Finley Ave., Montgomery 

Pitts, Clara Montgomery 

Rutland, J. R Auburn 

Smith, Inez 714 Peyton St., Birmmgham 

Smith', T. W care Y. M. C. A., Montgomery 

Stevenson, L. M Roanoke 

Strickland, Rosa V 1327 N. 32d St., Birmingham 

Thomas, J. S University 

Taylor, Elberta 823 S. 22d St., Birmingham 

Tilman, Rayner 1104 N. 30th St., Birmingham 

Williamson, Ruby 703 S. Broad St., Mobile 

COLORED 

Binford, H. C Huntsville 

Brawley, S. M Normal 

Caldwell, W. A Mobile 

Davis, W. C Birmingham 

Deace, Augusta Birmingham, 1512 7th Ave. N. 

Garrott, Edith W Montgomery, 205 Douglass St. 



84 DEPARTMENT OF EDUCATION. 

Kennedy, Orlean D Birmingham, 1130 7th Ave. N. 

Lee, J. R. E Tuskegee Institute 

Marsden, R. A. Tuskegee 

Moses, S. E. Anniston, 17th and Cooper Sts. 

Munroe, Mary F Montgomery, 27 Elmwood St. 

Parker, A. H Birmingham, 620 Mortimer St. 

Richardson, Clement Tuskegee Institute 

Roberts, E. C Tuskegee Institute 

Taylor, R. W. Cottage Grove 

Trenholm, G. W Tuscumbia 

Whiting, Mrs. H. A. Tuskegee Institute 

Wood, W. R Ensley 



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